Research Matters

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This message is being sent on behalf of Jenny Boucher, who is a student on the MSc in Educational Assistive Technology course at the University of Dundee. Jenny is looking for participants who may be interested to contribute to a dissertation research project titled:

‘What skills, knowledge and approaches do teachers and other staff in further education settings need to know to be an effective communication partner for students who use AAC (Alternative and Augmentative Communication)?’

The aim is to use the findings to develop a training resource for teachers and other staff working in mainstream and specialist further education colleges to positively influence an AAC users’ participation and educational outcome.

Participants must be student-facing staff members in specialist and mainstream further education colleges in the UK, who support AAC users as communication partners.

Jenny is looking for 2 respondents from each of the following groups:

• Group 1 – Teachers and teaching assistants in a mainstream or specialist further educational setting college with experience supporting AAC users
• Group 2 – Speech and language therapists (SLT), Communication technicians / Speech and Language therapy assistants in a mainstream or specialist further education college setting with experience supporting AAC users
• Group 3 – Assistive Technologists (AT) working in mainstream or specialist in a further education college setting with experience of supporting AAC users

All participants must also be UK based and aged 18 years old or older to take part in the research.

Participants will be asked to participate in an online 1:1 interview via Microsoft Teams, this will take up to one hour. Interviews are planned to take place during September and October 2026.

If you are interested in taking part in the project, and you meet the inclusion and staff group criteria above, please contact Jenny Boucher via email: [email protected]

You will then receive the Participant Informed Consent Form and Participant Information sheet for completion, to be returned at your earliest convenience.

The first two potential participants that respond from each group will be invited to interview. If additional respondents volunteer to take part, they will be thanked for their time and offered to be sent any research outputs based on this work. The researcher will retain email addresses from any potential participant who wishes to be sent the project outputs. These email addresses will be stored separately and securely from the project data.

At the end of the project the potential participants that provided email contacts will be sent the project reporting, after which time the email contacts will be deleted by the researcher.

The expected sample size is 6 people.

The researcher can also be contacted at [email protected] with any questions you might have.

Thank you for considering this request, the researcher looks forward to hearing from you.

Please note: ‘What skills, knowledge and approaches do teachers and other staff in further education settings need to know to be an effective communication partner for students who use AAC (Alternative and Augmentative Communication)?’ has received ethical approval from the University of Dundee’s School Research Ethics Committee (UOD-SSREC-TPG-COMP-2025-022). Communication Matters is not responsible for any aspect of this research study.

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I am currently studying for an MSc in Educational Assistive Technology at the University of Dundee. For my dissertation project I am seeking to understand the thoughts and opinions of Speech and Language Therapists on the use of frameworks and models in AAC assessment and implementation, and their thoughts and views on the content, feasibility, and potential value of a new framework for AAC assessment and implementation.

What is the purpose of the research?

The research is being conducted to explore Speech and Language Therapists’ views on a new framework for the assessment and implementation of Augmentative and Alternative Communication (AAC). The framework has been developed by the clinical team at AAC West of England Specialist Team (AAC WEST), with the involvement of the researcher. This project aims to undertake a preliminary evaluation of a novel framework for the assessment and implementation of AAC through exploring the perspectives, experiences and insights of Speech and Language Therapists working in the field.

Participation will involve completing a short survey, and if you are interested in participating further, joining a focus group. The survey will take approximately 15 minutes to complete and include watching a short video.

Alice Wakefield

Email: [email protected]

School of Science and Engineering, University of Dundee

Please note: ‘Exploring Speech and Language Therapists’ Views on a New Framework for AAC Assessment and Implementation’ has received ethical approval from the University of Dundee’s School Research Ethics Committee (UOD-SSREC-TPG-COMP-2025-028). Communication Matters is not responsible for any aspect of this research study.

Who is conducting the research?

This research is being conducted by Alice Wakefield who is a Masters student at the University of Dundee. The research is being conducted to fulfil the requirements for the following module: Educational Assistive Technology Dissertation. The Principal Researcher is Alice Wakefield who can be contacted at [email protected] The project supervisor and co-investigator is Dr. Tom Griffiths who can be contacted at [email protected].

The researcher is currently recruiting:

Practicing Speech and Language Therapists in England, to join a focus group to explore their views on a new framework for the assessment and implementation of Augmentative and Alternative Communication (AAC).

How to apply

To complete the survey please click this link:

Exploring SLT’s views on a new framework for AAC assessment and implementation – Fill in form

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What are the barriers to accessing mathematical graphing and drawing tasks in Key Stage 3 and Key Stage 4 for students who use eye-gaze technology?

Mathematical drawing activities are embedded throughout the national curriculum and can present access challenges for eye-gaze users. Whilst alternative exam access arrangements may bypass the need to assess these skills, this does not address the wider issue of removing barriers through assistive technology.

The study will explore technological, systemic and environmental barriers that may affect access to these activities, with the aim of informing future AT development and practice and supporting increased participation for eye-gaze users.

What does participation involve?

Participants will take part in a 60–75 minute online focus group via Microsoft Teams to discuss their experiences of supporting students who use eye-gaze technology to access mathematical drawing activities.

Two focus groups will be held, one for Assistive Technology Practitioners and one for Education Professionals, with up to eight participants in each group. Should more than eight people express interest, a selection process will take place based on experience, and anyone not selected will receive a summary of the project outcomes later in the year.

Participants will later receive a summary of the findings and recommendations and/or a resource to evaluate through a 15–20 minute Microsoft Forms survey.

To complete the survey please click this link:

Exploring SLT’s views on a new framework for AAC assessment and implementation – Fill in form

Katie Stanton

Email: [email protected]

School of Science and Engineering, University of Dundee

Please note: ‘What are the barriers to accessing mathematical graphing and drawing tasks in KS3/KS4 for students who use eye-gaze technology?’ has received ethical approval from the University of Dundee’s School Research Ethics Committee (UOD-SSREC-TPG-COMP-2025-027). Communication Matters is not responsible for any aspect of this research study.

The researcher is currently recruiting:

UK-based professionals aged 18+ with experience of supporting students who use eye-gaze technology within mainstream secondary education at KS3/KS4. This may include Assistive Technology Practitioners, Teachers, Specialist Teachers, Teaching Assistants, SENDCOs, and other AT or education professionals with relevant experience.

Who is conducting the research?

This research is being conducted by Katie Stanton who is a Masters student at the University of Dundee. The Principal Researcher is Katie Stanton who can be contacted at [email protected]. The project supervisor is Dr. Tom Griffiths who can be contacted at [email protected].

How to apply

Please contact [email protected] with a short description of your background and experience. Eligible participants will receive a Participant Information Sheet containing full details of the study before deciding whether to participate, by 6^th October 2026.

Participation is entirely voluntary, with no obligation to take part.

“I am conducting a research project to develop a tool called an outcome measure to measure change in communication of children with neurodisability who are non-speaking.

I have already interviewed parents and speech and language therapist about what items they think are important to include. I would like to invite you to take part in a study to finalise the items for the outcome measure.

Please share the project details with any other parents or speech and language therapists, who you think may wish to take part.”

Katherine Buckeridge

Phd research student, Speech and Language Therapist
Email: [email protected]

“This research aims to explore what it’s like to use communication aids in psychological therapy for people with a learning disability. I would like to interview both clients and professionals about their experiences.”

Zoé Barr
Email: [email protected]