A scoping review of AAC research conducted in segregated school settings

Iacono, Teresa; Douglas, Sarah; Garcia-Melgar, Ana; Goldbart, Juliet

doi:10.1016/j.ridd.2021.104141

Cited by 10 publications

(4 citation statements)

References 71 publications

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“…Findings from this review indicate that research into AAC for school aged students with complex communication needs is firmly established in segregated settings, where over 80% of studies published over the period of 2000-2020 in English were 1 3 conducted. Of the 28 studies of students within inclusive settings, most were from the US, perhaps reflecting its large population and that it dominates research into the education of students with disabilities, more broadly: In the review of studies conducted in segregated settings, for example, almost half were conducted in the US, with the remainder from across 15 other countries (Iacono et al, 2022). The US was also early to introduce legislation intended to realise the human right to education for students with disability in environments considered least restrictive (Wehmeyer et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

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A Scoping Review and Appraisal of AAC Research in Inclusive School Settings

et al. 2022

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The aim of this scoping review was to explore the extent to which AAC studies have occurred in inclusive versus segregated settings, the role of AAC in inclusive setting studies, and the evidence for AAC supporting inclusive education of students with complex communication needs. A scoping review of studies published from 2000 to 2020 that involved students who used or could benefit from AAC or their peers conducted within schools yielded 167 studies. Relatively few studies (n=28, 17%) were conducted in inclusive settings. Data from these 28 studies were extracted and appraised for quality. AAC was integrated into intervention in 57% of these studies and in 61% improved use of AAC was an outcome variable, but in only six was this the main aim. Eighty-two students who used or could benefit from AAC were participants across studies. Classroom peers participated across 11 studies, including those in which qualitative designs were employed. The strength of evidence for the role of AAC could not be determined because only 12 studies were experimental and addressed varied aims. Nonetheless, these and seven qualitative studies were appraised as being of high quality. Implications of findings are discussed in terms of extending the evidence to demonstrate the role of AAC, and its potential to support academic and social school inclusion of students with complex communication needs, which may not rely on proficient use of AAC.

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Section: Discussionmentioning

confidence: 99%

“…These two studies are included in Table 1 with data extraction of relevance to the inclusive setting only (in both cases, this was for students who attended only mainstream schools). Results from studies conducted in segregated settings are reported elsewhere (Iacono et al, 2022).…”

Section: School Settingmentioning

confidence: 99%

A Scoping Review and Appraisal of AAC Research in Inclusive School Settings

et al. 2022

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“…In addition, placement in inclusive settings has been shown to increase student access to the general education curriculum and highly qualified teachers compared to separate placements (Kurth et al, 2019; Quirk et al, 2017; Soukup et al, 2007; Wehmeyer et al, 2003). Conversely, separate schools may offer limited access to social networks and friendships (Cataldo, 2021), as well as limited access to augmentative and alternative communication options (Iacono et al, 2022). Unfortunately, students with ESN are the least likely to be fully included in the general education classroom.…”

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confidence: 99%

Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment

Bowman,

Wu,

Wakeman

et al. 2024

J Spec Educ

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Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment. This study extends research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy by determining (1) the percentage of separate schools in states across locales, (2) whether there is a relationship between the percentages of separate schools in each locale and separate school placement rates, and (3) how the number and location of separate special education charter schools change by state over time. Results showed varying proportions of separate schools among each locale in states with different placement rates, a significant moderate difference between the percentage of separate schools in suburban locales and overall separate school placement rate, and few separate special education charter schools. Implications for research and practice are highlighted.

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“…It decries efforts toward autism eradication, calling instead for societal transformation to increase accessibility for all in a "Nothing About Us Without Us" tradition (Fletcher-Watson et al, 2019;Kapp, 2020;Nicolaidis, 2012). However, autistic people who are diverse in multiple ways, such as people with co-occurring disabilities and/or racial, ethnic, sexual, and/or gender minorities, may face unique barriers to full societal inclusion (Aylward et al, 2021;Iacono et al, 2022;Jones et al, 2020;Mallipeddi & VanDaalen, 2021;Peña, 2019;Singh & Bunyhak, 2019). Therefore, the often-limited degree to which autistic people with additional marginalized identities are represented by existing autistic and non-autistic advocacy efforts, research, and practice is a major concern.…”

mentioning

confidence: 99%

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

Botha

Gillespie-Lynch

2022

Human Development

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Singer intended for neurodiversity to be a new category of intersectionality. However, intersectionality has been neglected in autism research and practice. This paper aims to inform an intersectional approach to autism by exploring autistic identity development in relation to other marginalized identities. We reviewed literature about neurodiversity, intersectionality, discrimination, and the identity development of autistic people, racial/ethnic minorities, and gender and sexual minorities. We discuss minority stress and evidence that cultural traditions alleviate it. Autistic culture can reframe personal difficulties as a politicized struggle. While the stereotype of autism is one of withdrawal, the history of autistic people coming together for justice defies this notion. Intersectionality teaches us that we must understand differences within the autistic community if we wish to help all autistic people experience the dignity they deserve. Using an intersectional lens, we can become more flexible in our understanding of positive autistic identity development and strategies to promote it.

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A scoping review of AAC research conducted in segregated school settings

Cited by 10 publications

References 71 publications

A Scoping Review and Appraisal of AAC Research in Inclusive School Settings

A Scoping Review and Appraisal of AAC Research in Inclusive School Settings

Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment

Come as You Are: Examining Autistic Identity Development and the Neurodiversity Movement through an Intersectional Lens

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