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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| Published in: | Language, speech & hearing services in schools Vol. 53; no. 3; pp. 874 - 893 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
United States
American Speech-Language-Hearing Association
01.07.2022
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| ISSN: | 0161-1461, 1558-9129, 1558-9129 |
| Online Access: | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. This study explored the practices and experiences of teachers who teach students using augmentative and alternative communication (AAC), more specifically, speech-generating devices (SGDs). 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. 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. 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. This study explored the practices and experiences of teachers who teach students using augmentative and alternative communication (AAC), more specifically, speech-generating devices (SGDs).PURPOSEThis study explored the practices and experiences of teachers who teach students using augmentative and alternative communication (AAC), more specifically, speech-generating devices (SGDs).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.METHODNine 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.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.RESULTSThree 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.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.CONCLUSIONSIn 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. |
| Audience | Elementary Secondary Education Preschool Education Early Childhood Education Academic |
| Author | Leatherman, Elizabeth M. Wegner, Jane R. |
| Author_xml | – sequence: 1 givenname: Elizabeth M. orcidid: 0000-0002-9765-7492 surname: Leatherman fullname: Leatherman, Elizabeth M. organization: Department of Speech-Language-Hearing: Sciences and Disorders, The University of Kansas, Lawrence – sequence: 2 givenname: Jane R. surname: Wegner fullname: Wegner, Jane R. organization: Department of Speech-Language-Hearing: Sciences and Disorders, The University of Kansas, Lawrence |
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| Copyright | COPYRIGHT 2022 American Speech-Language-Hearing Association Copyright American Speech-Language-Hearing Association Jul 2022 |
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| Title | Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences |
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