Barriers to Teaching Non-Speaking Learners with Intellectual Disabilities and Their Impact on the Provision of Augmentative and Alternative Communication

Autor/inn/en	Mukhopadhyay, Sourav; Nwaogu, Paul
Titel	Barriers to Teaching Non-Speaking Learners with Intellectual Disabilities and Their Impact on the Provision of Augmentative and Alternative Communication
Quelle	In: International Journal of Disability, Development and Education, 56 (2009) 4, S.349-362 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Communication Problems; Augmentative and Alternative Communication; Mental Retardation; Foreign Countries; Special Education Teachers; Communication Skills; Barriers; Special Needs Students; Nonverbal Communication; Teaching Methods; Interviews; Teacher Competencies; Teacher Attitudes; Botswana + Suchen Sie Ihr Suchwort? Kommunikationsbarriere; Geistige Behinderung; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kommunikationsstil; Sonderpädagogischer Förderbedarf; Non-verbal communication; Nonverbale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrkunst; Lehrerverhalten
Abstract	The purpose of this investigation was to gain an understanding of the challenges of teaching non-speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non-speaking learners with intellectual disabilities. Participants of the study revealed that teaching non-speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non-speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10