Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective

Soto, Gloria; Müller, Eve; Hunt, Pam; Goetz, Lori

doi:10.1080/aac.17.2.62.72

Cited by 71 publications

(27 citation statements)

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“…The participants saw parent involvement as positively supportive of successful use of AAC for students with SCI. This finding point out that collaboration and parent involvement enhance the efficiency of using AAC in classrooms (Bailey et al, 2006;Finke et al, 2009;Soto et al, 2001a;Soto et al, 2001b).…”

Section: Research Questionmentioning

confidence: 99%

“…Studies have shown that the implementation of AAC resources early in a student's educational experience has the potential to improve the user's academic skills, communication skills, and social skills throughout his or her lifetime (e.g. Chung et al, 2012;Chung and Douglas, 2014;King and Fahsl, 2012;Light and McNaughton, 2012;Millar et al, 2006;Rispoli et al, 2010;Soto et al 2001a;Stoner et al, 2006;Zangari et al, 1994). Based on previously mentioned studies, the effectiveness of AAC systems has been addressed and has resulted in communication enhancements for students with severe communication impairments.…”

mentioning

confidence: 99%

“…However, most studies that were reviewed addressed special and general education teachers' as well as other professionals' perceptions towards using AAC (e.g. Alkahtani, 2013;Alquraini, 2014;Andrews, 2007;Hanline et al 2012;Nigam and Koul 2009;Soto, 1997;Soto et al, 2001a;Soto et al, 2001b).…”

mentioning

confidence: 99%

“…In addition, research has studied the competencies and skills that teachers should have in order to be qualified to teach students who use AAC, including knowledge of needs, characteristics and challenges of the students, knowledge of assessments, knowledge of implementation of AAC, collaboration, and parent involvement (Alquraini, 2014;Andrews, 2007;Bailey et al, 2006;Costigan and Light, 2010;Hanline et al, 2012;Koul and Lloyd, 1994;Nigam and Koul, 2009;and Soto, 1997;Soto et al, 2001a). However, no consensus has been reached on what special education teachers need to be ready to teach these students (Courtade and Ludlow, 2008).…”

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confidence: 99%

“…The literature review also found that much research has been done examining teachers' use of AAC in their classrooms and what challenges teachers face while teaching students who use AAC. The challenges of implementation of AAC include teachers` lack of knowledge, skills, resources, and support (Alkahtani, 2013;Alquraini, 2014;Andrews, 2007;Costigan and Light, 2010;Hanline et al, 2012;Nigam and Koul, 2009;Soto, 1997;Soto et al, 2001a). …”

mentioning

confidence: 99%

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Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

Aldabas

2017

JSE

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The purpose of this study was to examine pre-service special education teachers' perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills, and attitudes about teaching and using AAC for students with severe communication disabilities. However, the results found that the majority of participants felt their preparation programs were not adequate in preparing them to implement and use AAC in classrooms. Although the participants felt more confident in their ability to teach students who use AAC, the general consensus was that more preparation training would be helpful in the classroom and with the students themselves. More implications for practice and recommendations for future research are discussed.

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Section: Research Questionmentioning

confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

Aldabas

2017

JSE

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Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Pufpaff

2008

Psychology in the Schools

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Preliminary findings and implications from this study were presented at the 45th Annual Convention of the International Reading Association in Indianapolis, Indiana, April 30, 2000.The author would like to express sincere gratitude to the kindergarten teacher who cooperated with this study and willingly allowed the researcher unlimited access to her classroom. The author also thanks all the school personnel and students who made this study possible as well as the Purdue University AAC Group for their feedback during the course of this project. The author especially thanks Erna Alant, University of Pretoria, South Africa for her guidance in the organization of key sections of this manuscript. © 2008 Wiley Periodicals, Inc.

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Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication

Binger

Kent-Walsh

Ewing

et al. 2010

Am J Speech Lang Pathol

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Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective

Cited by 71 publications

References 15 publications

Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication

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