Abstract
This study addresses the gap in effective collaboration and contextual adaptation in the use of Augmentative and Alternative Communication (AAC) tools in resource-constrained rural schools, thereby limiting their consistent implementation for learners with complex communication needs. Drawing on a community engagement project led by the University of South Africa (Unisa), this qualitative study explores collaborative strategies among educators, therapists, and parents in five special schools in the Sekhukhune District, Limpopo Province. Using purposive sampling, data were collected from 17 participants through semi-structured interviews and reflective group discussions. Thematic analysis identified seven key themes, including shared communication goals, culturally responsive practices, and the integration of AAC across school and home. The findings reveal that teacher-parent-therapist collaboration is vital for consistent AAC use, enhancing learner independence and participation. The study contributes to inclusive education by demonstrating how community-engaged, culturally tailored AAC interventions can sustain communication support in under-resourced schools. It calls for strengthened teacher training, active family involvement, and participatory design of AAC practices grounded in local linguistic and cultural contexts.