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

Autor/inn/en	Leatherman, Elizabeth M.; Wegner, Jane R.
Titel	Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 3, S.874-893 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leatherman, Elizabeth M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Augmentative and Alternative Communication; Students with Disabilities; Teacher Attitudes; Teacher Role; Knowledge Level; Barriers; Curriculum; Planning; Instructional Materials; Teaching Methods; Student Evaluation; Special Education Teachers; General Education; Preschool Education; Elementary Secondary Education; Teacher Characteristics; Cooperation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Lehrerrolle; Wissensbasis; Curricula; Lehrplan; Rahmenplan; Ablaufplanung; Planungsprozess; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Pre-school education; Vorschulerziehung; Co-operation; Kooperation
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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01