Augmentative and alternative communication (AAC) is a prominent component in the development of support services for individuals with disabilities, especially those with severe disabilities. In this article we provide an overview of the historical development of AAC services, tracing their evolution over the past half-century through four specific themes: social change and legislation, assessment, intervention, and family and cultural issues
Throughout the country, school teams increasingly are adopting culturally sensitive family-centered practices in planning for assistive technology (AT) for children with disabilities. Over the past two decades evolving research has revealed the importance of considering family and cultural issues when planning AT interventions for children with disabilities and their families. This paper presents an overview of selected family and cultural issues, and suggests ongoing questions. The potential for interactive multimedia in helping teams and families make AT decisions is reviewed. The paper concludes with a description of a newly available interactive CD-ROM designed to provide to both families and professionals basic information on augmentative and alternative communication decision-making, including an overview of relevant family and cultural issues.
Individuals who change careers to assume teaching roles in secondary schools are more likely to struggle in the classroom than those without such backgrounds. In this investigation, we identified three such career-changing teachers who were beginning their education careers in rural schools, and observed and interviewed them throughout their first year of teaching to understand their unique challenges and to identify the types of supports that they found to be most helpful. Three primary themes emerged: (1) adjustment to the unique culture of a school, (2) the importance of mentoring, and (3) adaptation of previous work experiences to teaching. Recommendations included more emphasis in teacher preparation programs of awareness of the uniqueness of every school\u27s particular culture and the critical nature of effective mentoring in the success and happiness of these career-changing teachers
Recently, perhaps due to increased societal demands for accountability, early intervention programming for handicapped infants and young children has been questioned. Therapeutic intervention provided through occupational and/or physical therapy has been increasingly implemented in habilitation settings for children diagnosed as having cerebral palsy, although research justifying this increase is inconclusive. This review presents a comprehensive evaluation of 18 studies that evaluated early occupational and/or physical therapy intervention for children with cerebral palsy. An analysis of these studies revealed that as research paradigms become more rigorous, support for therapeutic intervention effectiveness decreases. This finding was explained in light of the currently inadequate levels of technology relating to instrumentation and the manipulation of the many variables that have been suggested to affect therapeutic intervention effectiveness.
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