General Education Teachers' Experiences with Inclusion of Students who use Augmentative and Alternative Communication

2003 ◽  
Vol 19 (2) ◽  
pp. 104-124 ◽  
Author(s):  
JENNIFER KENT-WALSH ◽  
JANICE LIGHT
Keyword(s):  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Alternative Communication ◽  
Teachers Experiences

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' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication

2011 ◽  
Vol 36 (3-4) ◽  
pp. 100-111 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Stacy K. Dymond ◽  
Janet S. Gaffney
Keyword(s):  
Special Education ◽  
General Education ◽  
Literacy Instruction ◽  
Augmentative And Alternative Communication ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Alternative Communication ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
Teachers Perspectives

The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the Illinois Alternate Assessment were surveyed, and results were analyzed using descriptive and inferential statistics. Results indicate that teachers prefer to provide life-skills-linked literacy instruction in special education classrooms and consider student characteristics and features of the general education curriculum when making these decisions. Also, the setting had a significant effect on teachers' rankings of preferred literacy skills to teach. Teachers may not understand how to adapt literacy content or how access to literacy instruction in a variety of contexts may benefit their students with severe disabilities.

Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use

2017 ◽  
Vol 122 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Erik W. Carter ◽  
Jenny Gustafson
Keyword(s):  
General Education ◽  
Peer Support ◽  
Augmentative And Alternative Communication ◽  
Peer Interaction ◽  
Collaborative Planning ◽  
Alternative Communication ◽  
School Students ◽  
General Educator ◽  
Speech Language Pathologist ◽  
Communication Needs

Abstract Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms. Participants were four middle school students with CCN who had an intellectual disability and used an iPad with Proloquo2Go as augmentative and alternative communication (AAC). Educational teams comprised of a special educator, general educator, paraprofessional, and speech-language pathologist participated in collaborative planning for the intervention. For all four students, the intervention substantially increased communication to and from their peers. AAC use increased for one student. We offer implications for research and practice on supporting social interaction in general education settings.

“I've Counted Jon”: Transformational Experiences of Teachers Educating Students with Disabilities

1993 ◽  
Vol 59 (4) ◽  
pp. 359-372 ◽  
Author(s):  
Michael F. Giangreco ◽  
Ruth Dennis ◽  
Chigee Cloninger ◽  
Susan Edelman ◽  
Richard Schattman
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Support Services ◽  
Severe Disabilities ◽  
General Education Teachers ◽  
Teachers Experiences ◽  
Transformational Experiences ◽  
Positive Nature

The purpose of this study was to describe the experiences of general education teachers who have had a student with severe disabilities in their class. Interviews of 19 general education teachers, kindergarten through Grade 9, as well as questionnaires completed by 18 teachers, were analyzed using categorical coding procedures to identify themes related to the teachers' experiences. Results showed that despite teachers' initial negative reactions to the placement of a child with severe disabilities in their classrooms, 17 teachers described transforming experiences of a more positive nature and related many benefits to the students with disabilities, their classmates, and the teachers themselves. Respondents also characterized what support services they found helpful and not helpful.

Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms

2012 ◽  
Vol 117 (5) ◽  
pp. 349-367 ◽  
Author(s):  
Yun-Ching Chung ◽  
Erik W. Carter ◽  
Lynn G. Sisco
Keyword(s):  
General Education ◽  
Social Interactions ◽  
Students With Disabilities ◽  
Augmentative And Alternative Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Research Directions ◽  
Close Proximity ◽  
Future Research Directions ◽  
General Education Classrooms

Abstract The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.

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