Commentary on experiential learning: changing student attitudes towards learning disability: how can we reduce exclusion further?

Abstract

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A survey of augmentative and alternative communication used in an inner city special school

“…Parents of children with complex communication needs who require AAC may fear that using a different method of communication may prevent any chance of spoken language developing (Romski & Sevcik, ). In addition, AAC users are dependent on others being aware of and using the recommended method of AAC (Enderby et al, ; Harding, ; McCarthy & Light, ). Children who have profound and multiple learning disabilities (PMLD) tend to be pre‐verbal communicators and require considerable help and support from carers in accessing communication opportunities in their environment and in the interpretation of their non‐verbal communication (Brooks & Meltzoff, ; Downing, ; Harding, ; Harding et al, ; Ware, ).…”

“…In addition, AAC users are dependent on others being aware of and using the recommended method of AAC (Enderby et al, ; Harding, ; McCarthy & Light, ). Children who have profound and multiple learning disabilities (PMLD) tend to be pre‐verbal communicators and require considerable help and support from carers in accessing communication opportunities in their environment and in the interpretation of their non‐verbal communication (Brooks & Meltzoff, ; Downing, ; Harding, ; Harding et al, ; Ware, ). Children who have PMLD are likely to have additional physical, visual and auditory difficulties which may present further challenges for the adoption of AAC equipment (Millar et al, ; Rowland & Schweigert, ).…”