Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences

Purpose: This study explored the practices and experiences of teachers who teach students using augmentative and alternative communication (AAC), more specifically, speech-generating devices (SGDs). Method: Nine teachers (one general education, eight special education) from four countries participat...

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Podrobná bibliografia
Vydané v:	Language, speech & hearing services in schools Ročník 53; číslo 3; s. 874 - 893
Hlavní autori:	Leatherman, Elizabeth M., Wegner, Jane R.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	United States American Speech-Language-Hearing Association 01.07.2022
Predmet:	Academic achievement Alternative approaches Augmentative and Alternative Communication Barriers Classroom communication Classrooms Collaboration Communication Cooperation Curricula Curriculum Curriculum development Educational aspects Educational Environment Educational evaluation Educational Strategies Elementary Secondary Education General Education Instructional Materials Interpersonal communication in children Interviews Knowledge Level Learning Materials Outcomes of Education Planning Preschool Education Special education Special Education Teachers Speech Speech processing systems Speech-language pathologists Student Evaluation Student Needs Student teacher relationship Students Students with Disabilities Surveys Teacher Attitudes Teacher Characteristics Teacher Role Teachers Teachers of disabled children Teaching Teaching Methods New Zealand Canada United Kingdom United States United Kingdom > UK United States > US
ISSN:	0161-1461, 1558-9129, 1558-9129
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Popis
Shrnutí:	Purpose: This study explored the practices and experiences of teachers who teach students using augmentative and alternative communication (AAC), more specifically, speech-generating devices (SGDs). Method: Nine teachers (one general education, eight special education) from four countries participated in semistructured interviews. A generic qualitative approach was taken to inductively code interview transcripts and establish descriptive themes. Results: Three themes emerged from the data. The teaching experience theme captured teachers' feelings, role, collaboration with others, knowledge and learning around AAC, and challenges teaching students who use SGDs. The teaching practices theme included curricula that teachers use, instructional planning, materials and adaptations, instructional strategies, and methods for student evaluation and progress monitoring. Finally, the overarching views and practices theme captured teachers' beliefs and interpretation of the educational system for students using SGDs, as well as teachers' overarching views on communication and approach to AAC implementation. Conclusions: In sharing their perspectives and practices, teachers highlighted a number of constructs that speech-language pathologists could consider when responding to and supporting teacher and student needs. The findings of this study have implications for facilitating collaborative relationships and supporting the use of AAC in schools. Discussion on how educational placement can influence teacher experiences and student outcomes is also integrated into the context of this study.
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	0161-1461 1558-9129 1558-9129
DOI:	10.1044/2022_LSHSS-21-00125