Information gained in this investigation may be used to improve professional-family and teaming relationships and serve to benefit AAC users in school and home settings.
Technology use permeates virtually all aspects of twenty-first century society, though its integration in early childhood settings and recognition as a developmentally appropriate practice remains problematic. A position is taken that education professionals may be 'missing the boat' by not embracing technology usage as a developmentally appropriate practice. Concerns are presented that both preservice education and inservice professional development require substantial improvement if early childhood education professionals are to both recognize the role of technology in developmentally appropriate practice and develop skills in using it in classroom settings.
This study employed an intensive structured intervieW method With first-generation Chinese American family participants ( n = 6) residing in the Los Angeles area to examine families' perceptions of disability and the role of schools in augmentative and alternative communication (AAC) interventions. As reported in other studies, parents (a) valued educational programs, (b) recognized the importance of parental involvement, (c) expected their children to demonstrate progress When using their AAC devices, (d) expressed concerns regarding social stigma, (e) expected ongoing training and support, and (f) preferred their children to not become reliant on AAC devices. These families differed from other Asian American families in that they felt no sense of shame about their children's disabilities and Were involved advocates for their children.
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