Professional Skills for Serving Students Who Use AAC in General Education Classrooms

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

doi:10.1044/0161-1461(2001/005)

Cited by 68 publications

(36 citation statements)

References 23 publications

(25 reference statements)

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“…However, AAC knowledge and skills assessments specifically list advocacy as an area needed for SLPs who are providing AAC services. In addition, Soto, Müller, Hunt, and Goetz (2001), through focus groups with professionals working in the area of AAC, recommended preprofessional opportunities in diverse settings to aid in the development of skills in collaboration and teaming. Another important competency is students' understanding that functional and effective AAC intervention requires activities that involve and reflect the daily participation of individuals with severe communication disorders (Beukelman & Mirenda, 1998).…”

Section: Augmentative and Alternative Communicationmentioning

confidence: 99%

Active Learning Through Service-Learning

Goldberg

Richburg

Wood

2006

Communication Disorders Quarterly

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Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level.In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active engagement in learning facilitates thinking critically, questioning assumptions, considering varying perspectives, and appreciating the civic purpose of their profession. This article describes three SL applications, in dysphagia, educational audiology, and augmentative and alternative communication. We explain the rationale for each, along with ways in which to measure the effects of SL on student learning.Although it has been some time since Wendell Johnson first posed his famous three questions, they continue to serve as a valuable guide in thinking critically about an issue. These questions, What do we mean? How do we know? and Is it a difference that makes a difference? are particularly relevant when exploring the contribution of SL to teaching in the discipline of human communication and its disorders. This article focuses on the contribution, and potential contribution, of SL to teaching in three areas: dysphagia, educational audiology, and alternative and augmentative communication. However, we encourage readers to think creatively about how they can apply SL to the many areas within the field of communication sciences and disorders, as well as within other disciplines.

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Section: Augmentative and Alternative Communicationmentioning

confidence: 99%

Active Learning Through Service-Learning

Goldberg

Richburg

Wood

2006

Communication Disorders Quarterly

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“…Accordingly, stakeholders in special education preparation programs should maintain positive perceptions of collaboration by addressing more approaches of collaboration in teaching and team-working skills throughout the coursework and practicum. This would enhance the use of AAC in classrooms as supported by previous studies (Finke et al, 2009;Soto et al, 2001a;Soto et al, 2001b;Soto, 1997).…”

Section: Implications Of Study Findingsmentioning

confidence: 66%

“…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%

“…This category sought further to learn whether the participants thought their courses prepared them to develop communication goals for the students (items 10 and 11); (2) items concerning their perceptions on how their college courses prepared them to teach students who use AAC (items 12, 13, 14 and 19); and (3) items relating to their perceptions about their college courses on how they provided the knowledge to conduct assessments of communication needs and identify AAC to a specific student (items 20, 21 and 28 Soto et al (2001b) that collaboration is considered by teachers to be an essential skill for using AAC in classrooms. It further indicates that preparation coursework provided to the participants covered more content about the collaborative approach.…”

Section: Research Questionmentioning

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%

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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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The Meaning of Communication: Experiences with Augmentative Communication Devices

Dickerson

Stone

Panchura

et al. 2002

Rehabilitation Nursing

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This study is a secondary analysis of data collected from end-users of Augmentative and Alternative Communication (AAC) devices as part of a project of the Rehabilitation Engineering Research Center on Technology Transfer (T2RERC). The original data, obtained from a Web-based focus group, were used to identify unmet consumer needs in existing AAC devices. The purpose of the secondary analysis was to give context to the original study through phenomenological interpretation of the narratives, thereby gaining an understanding of the common meanings and shared experiences and practices of people who use AAC technology. Underlying this study is the interpretive approach of Heideggerian hermeneutics; through reflective thinking, understanding of the human situation of AAC users in everyday life is uncovered or extended. Six themes and one constitutive pattern emerged to explain the participants' experiences with AAC devices: (a) maintaining effective communication, (b) interacting in various situations, (c) AAC device-imposing limitations, (d) wading through prepackaged technology, (e) AAC device giving more than a voice, (f) accepting the AAC device. The constitutive pattern was communication technology enables humanness. This information will make rehabilitation nurses aware of the value of the AAC device for the users and the limitations that the technology may impose on the users, as well as the need for others to accept the device. Nurses gaining this understanding may facilitate integration of AAC systems and the development of patient/nurse communication partnerships.

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Professional Skills for Serving Students Who Use AAC in General Education Classrooms

Cited by 68 publications

References 23 publications

Active Learning Through Service-Learning

Active Learning Through Service-Learning

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

The Meaning of Communication: Experiences with Augmentative Communication Devices

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