Seven parents of individuals with cerebral palsy who used augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technology. The focus group was conducted on the Internet over a 9-week period. Six major themes emerged from the discussion: (a) issues in the selection of AAC technology; (b) knowledge and skills needed to use AAC technology; (c) barriers to learning AAC technology; (d) teaching the individual; (e) educating society; and (f) recommendations to others. Important supports to learning how to make effective use of AAC technology included opportunities for individual exploration, use of the technology in role play activities, organized instruction, and opportunities for functional use in the community.

Seven individuals (aged 21 -41 years) with cerebral palsy and who used speech generating augmentative and alternative communication (AAC) devices participated in a focus group discussion on the benefits and challenges of learning AAC technologies. The focus group was conducted on the Internet over a 9-week period. Five major themes emerged from the discussion: (a) selection of an AAC device; (b) knowledge and skills needed to use AAC technologies; (c) instruction and practice activities; (d) assessment of skill acquisition; and (e) advice to others. Participants reported that a consumer-driven assessment approach, which included the opportunity to discuss options with other individuals who used AAC, was key to the selection of an appropriate device. Participants identified a wide variety of important supports to learning how to make effective use of AAC technologies, including text and technological supports, individual exploration, learning from professionals, drill and practice, learning from peers, and opportunities for functional use in the community. For the participants, successful use of AAC technology was best assessed by functional use in the community.

BACKGROUND: Telework, the use of distance communication technologies to participate in the workforce, has been suggested as a promising employment strategy for individuals with disabilities. OBJECTIVE: The goal of this study was to obtain a better understanding of the benefits and negative impacts of telework, as well as the supports and challenges to telework activities, for persons who use augmentative and alternative communication (AAC). METHODS: This study used a series of focus group discussions, conducted on the internet, to examine the employment experiences of nine individuals with disabilities who used AAC and who held jobs that involved the use of telework. RESULTS: Four major themes emerged from the discussion: (a) benefits of telework, (b) negative impacts of telework, (c) strategies for addressing negative impacts of telework, and (d) recommendations for improving employment outcomes for individuals who use AAC. CONCLUSIONS: In summary, while participants identified the elimination of travel time and flexible work schedules as key strengths of telework, concerns were expressed regarding feelings of isolation and the difficulty in separating home and work environments. The participants also emphasized the important role of educational programs in supporting the acquisition of literacy and self-advocacy skills, and the need for post-secondary programs to support the school-to-workplace transition.

Positive family influences have a significant impact on addressing school barriers to academic success for students from socially disadvantaged backgrounds. Due to inequities and attitudes toward people with complex communication needs, positive family influences may be critical in the academic success of students using AAC. This study asked the following question of eight United States high school graduates who have used augmentative and alternative communication (AAC): How do family influences positively affect the ability of students who use AAC to succeed in the secondary academic environment? Five themes emerged from the qualitative analysis of participants' narratives: (a) the impact of the family in seeking appropriate education, (b) homework as a challenge that was made easier through the involvement of the family, (c) the role of the family in communicating the importance of education, (d) mothers as driving forces of support, and (e) family encouragement for self-determination. This research allows families and schools to recognize the needs of students and to take action to meet them. It identifies the needs of families and schools in establishing relationships with each other, in terms of supporting requirements for accommodation, learning, motivation, and self-determination of students with complex commmunication needs.

No abstract