Working with Children with Cortical Visual Impairment Who Use Augmentative and Alternative Communication: Implications for Improving Current Practice

Autor/inn/en	Luo, Fei; Blackstone, Sarah W.; Canchola, Jesse; Roman-Lantzy, Christine
Titel	Working with Children with Cortical Visual Impairment Who Use Augmentative and Alternative Communication: Implications for Improving Current Practice
Quelle	In: Augmentative and Alternative Communication, 38 (2022) 2, S.91-105 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luo, Fei) ORCID (Blackstone, Sarah W.) ORCID (Canchola, Jesse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-4618
DOI	10.1080/07434618.2022.2085622
Schlagwörter	Visual Impairments; Children; Augmentative and Alternative Communication; Barriers; Delivery Systems; Professional Personnel; Brain Hemisphere Functions; Allied Health Personnel; Teachers; Early Intervention; Preschool Education; Elementary Secondary Education; Postsecondary Education; Student Needs + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Child; Kind; Kinder; Auslieferung; Personalbestand; Lehrer; Lehrerin; Lehrende; Pre-school education; Vorschulerziehung; Post-secondary education; Tertiäre Bildung
Abstract	The aim of this study was to describe how professionals from multiple disciplines (e.g., speech-language pathologists, teachers, occupational therapists) in the United States reported challenges they face in delivering services to children with cortical visual impairment (CVI) who use augmentative and alternative communication (AAC). Three surveys were utilized to identify barriers to and priorities for improving educational and clinical services and in-service and preservice education from the perspectives of professionals in school, community, and university settings. Results suggest that current service delivery models may not be meeting the needs of either children with CVI who use AAC or the professionals whose job it is to provide them with services. Professionals in community-based settings appeared to encounter more barriers. Findings help to support a discussion about approaching AAC interventions for children with CVI who use AAC by adopting interprofessional collaborative practice (IPCP) and interprofessional education (IPE) models, which reflect long-standing best practice guidelines for AAC service delivery and are encouraged by multiple professional organizations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01