Research on the needs for AAC intervention and development based on special school

Abstract

Background and Objectives: Difficulty in communication has a lasting impact not only on school age children but also in adult life. Therefore, it is essential to teach AAC in school and social life, with the expectation of special schools and teachers’ role as the center of intervention being high. Research on AAC intervention in special schools emphasize on the importance the communication environment in addition to intervention for students with disabilities. The purpose of this study was to investigate the preparedness and perception of schools through the special education teacher focus group interview on AAC intervention and development in schools. Method: This study involved 9 teachers who had participated in AAC training in Seoul, Gyeonggi and Gyeongbuk provinces. Participants were selected through purpose sampling method. After the purpose of the study was explained, the participants were ultimately confirmed through agreement. The final questionnaire comprised of the experiences and perception of AAC intervention with a focus on special education schools, the challenges and requirements of using AAC, the support required to implement AAC in school, and the program requirements. The interviews were carried out from June to September, 2018. All interviews were documented after recording, and a total of three transcripts were prepared. Results: Four topics were derived after performing open coding ((1) experience with starting AAC, (2) difficulties with AAC intervention, (3) preparation for AAC intervention based on special schools, (4) support and program requirements for AAC intervention) and 19 sub topics. Conclusion: As a result, it was established that there were challenges such as perception, supports, cooperation and limited resources in the implementation of AAC as a universal communication supports in school. However, the findings of the AAC intervention experience and the positive perceptions are likely to be an important foundation for future AAC intervention in the school. Based on the research, recommendation for support and development for school-based AAC intervention were suggested.

Survey on Communication Needs and Functions of Adults Using Personal Assistance Services

“…https://doi.org/10.12963/csd.23991 https://www.e-csd.org 555 활동지원서비스에서의 의사소통 • 이은혜 외 만들 수도 있다 (Im, 2018;Jeong, 2018). Jeong (2018) (Ashwal et al, 2004;Kwon, 2016;Soriano, Olivieri, & Hustad, 2021).…”

“…지적장 애의 정도가 심한 경우에는 주된 의사소통 방식인 구어 사용이 제 한되어 보완적이고 기능적인 언어중재 접근을 요구하기도 한다 (Bopp, Brown, & Mirenda, 2004;Mirenda & Brown, 2009) (Beukelman & Mirenda, 2013;Bruno, Gulati, & Mody, 2015;Geurts & Embrechts, 2008;Kasari et al, 2014;Mirenda & Iacono, 2009;Reindal et al, 2023). (Beukelman & Mirenda, 2013;Im, 2018;Kim, 2019;Kong, Kim, Nam, & An, 2017) 15명으로 남성과 여성의 비율이 모두 3:2였다. 이들의 평균 연령은 뇌성마비 성인의 경우 35.13세(SD = 9.92, min= 24, max = 50), 발달 장애 성인은 32.40세(SD = 7.86, min= 23, max = 54)였다.…”