Symbol Communication in Special Schools in England: The Current Position and Some Key Issues

Autor/inn/en	Abbott, Chris; Lucey, Helen
Titel	Symbol Communication in Special Schools in England: The Current Position and Some Key Issues
Quelle	In: British Journal of Special Education, 32 (2005) 4, S.196-201 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2005.00397.x
Schlagwörter	Foreign Countries; Special Schools; Special Education; Communication Skills; Literacy Education; Alternative and Augmentative Communication; Disabilities; Educational Policy; United Kingdom (England); United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Special school; Sonderschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Kommunikationsstil; Handicap; Behinderung; Politics of education; Bildungspolitik
Abstract	In this article, originally submitted to BJSE's Research Section, Chris Abbott of King's College, London, and Helen Lucey of the Open University report on the outcomes of a survey of special schools in England. The aim of the research, funded by the Nuffield Foundation, was to understand the nature and extent of symbol use for communication and literacy. A questionnaire was used to collect data on topics including: the types of symbols in use; the methodologies operated; ownership of symbol choice; and agreed policies within and outside school. The researchers had an excellent response in this important survey, undertaken after a period of rapid growth in symbol use in special schools and elsewhere. Chris Abbott and Helen Lucey provide a discussion of the results of their survey and of the issues that arise from the findings and the many comments added by respondents. They close their article with a call for further detailed research, both in the UK and in co-operation with practitioners in other countries, into the ways in which symbol use can meet the needs of learners. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10