Abstract:

This paper shows the results of a qualitative research on the opinions and assessments of teachers on the use of analogue and digital Augmentative and Alternative Communication Systems (AACS) in Uruguayan Public Special Education in children with cerebral palsy.

AACS constitute a particular type of language and communication technology that is used in the context of special education with people with cerebral palsy who have severe speech limitations.

In Uruguay, intervention in language re-education depends on speech therapists, however, the implementation and development of these devices are part of the educational practices of teachers working with this population.
This work is framed in a sociocultural and historical perspective of language and communication technologies (Ong, 2006; Olson, 1998; Goody and Watt, 1996; Sampson, 1997; Scribner and Cole, 1981).

In this sense, and like what happens with other language technologies, such as in writing, its cognitive properties or functions depend substantially on the contexts in which it is used and the senses that people attribute to it.

For this reason, it is very important to know the teachers' perspective on the uses and functions of AACSs, as well as the scenario in which they are developed.
This study based on semi-structured interviews was developed in the only public center of Special Education that serves this population in Uruguay.

Teachers valued in a very positive way the various uses of AACSs both high and low technology although they stressed the importance of using the former.
In this direction, they point out the advantages associated with emotional and motivational aspects in children's use as they avoid social isolation and reduce anxiety.

Despite the obvious advantages that they identified in relation to the use of this type of technology, several disadvantages are associated with the limitations of access and accessibility of computers or mobile phones given the symptomatic variability of this population

Keywords:

Teacher evaluations, Augmentative and Alternative Communication Systems, Special Education.