Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

Teachers’ Ability to Accurately Identify Disordered Voices

1992 ◽  
Vol 23 (2) ◽  
pp. 136-140 ◽  
Author(s):  
Catherine N. Davis ◽  
Timothy B. Harris
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Teachers ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Speech Language Pathologist ◽  
School Classroom ◽  
Children’S Voices ◽  
Listening Task ◽  
Voice Problem

The present study investigated whether or not elementary school classroom teachers can, without special training, consistently identify children with disordered voices. Forty-five elementary school classroom teachers and 64 junior/senior elementary education majors served as subjects. A listening task was devised utilizing 30 audiotaped samples of children’s voices. The subjects were told to listen to each sample and decide if they would refer the child to a speech-language pathologist for a suspected voice problem. Teacher and student data were analyzed separately in four comparisons each: (a) normal voices, referred versus not referred; (b) disordered voices, referred versus not referred; (c) normal voices not referred versus disordered voices referred; and (d) normal voices referred versus disordered voices not referred. The results demonstrate that elementary classroom teachers can consistently identify children with disordered voices. The implications of these results for teachers’ roles in the referral process and teacher/speech-language pathologist interaction are discussed.

Music Courses for Elementary Education Majors: An Investigation of Course Content and Purpose

1999 ◽  
Vol 47 (2) ◽  
pp. 124-134 ◽  
Author(s):  
Delores Gauthier ◽  
Jan McCrary
Keyword(s):  
Elementary Education ◽  
Statistical Significance ◽  
Elementary Classroom ◽  
Survey Instrument ◽  
National Association ◽  
Classroom Teachers ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Course Content

We prepared a survey instrument to determine the purpose, format, and content of courses available to undergraduate elementary education majors at institutions accredited by the National Association of Schools of Music (NASM). We examined the types of music courses offered to elementary classroom teachers, the content of the courses, the instructor's purpose for each course, and factors that influenced curricular decisions. We mailed the questionnaire to 530 schools listed in the NASM directory. An initial and two follow-up mailings yielded 316 responses (60%). The Kruskal-Wallis test for independent samples revealed statistical significance beyond the .01 level for the fundamentals course, F (2, 27) = 17.17. The study's results show there was stronger agreement among respondents who taught fundamentals courses than among respondents who taught methods or combined courses.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

Effect of Teaching Setting and Self-Evaluation on Teacher Intensity Behaviors

1995 ◽  
Vol 43 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Cynthia M. Colwell
Keyword(s):  
Elementary Education ◽  
Methods Course ◽  
Education Majors ◽  
Digital Interface ◽  
Elementary Education Majors ◽  
Treatment Groups ◽  
Self Evaluation ◽  
Continuous Response ◽  
Music Methods ◽  
Teaching Setting

The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.

Effects of two contrasting teachings trategies in an investigative earth science course for elementary-education majors

1981 ◽  
Vol 29 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Everett S. Stallings ◽  
Philip M. Astwood ◽  
John R. Carpenter ◽  
Henry B. Fitzpatrick
Keyword(s):  
Elementary Education ◽  
Earth Science ◽  
Education Majors ◽  
Elementary Education Majors
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