scholarly journals Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions

2017 ◽  
Vol 7 (4) ◽  
pp. 105
Author(s):  
Rashed A. Aldabas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Augmentative And Alternative Communication ◽  
Online Survey ◽  
Future Research ◽  
Alternative Communication ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Descriptive Research ◽  
Communication Impairments

The purpose of this study was to examine pre-service special education teachers’ perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills, and attitudes about teaching and using AAC for students with severe communication disabilities. However, the results found that the majority of participants felt their preparation programs were not adequate in preparing them to implement and use AAC in classrooms. Although the participants felt more confident in their ability to teach students who use AAC, the general consensus was that more preparation training would be helpful in the classroom and with the students themselves. More implications for practice and recommendations for future research are discussed.

Recommended Augmentative and Alternative Communication Competencies for Special Education Teachers

2016 ◽  
Vol 19 (2) ◽  
pp. 47-58 ◽  
Author(s):  
M. Alexandra Da Fonte ◽  
Miriam C. Boesch
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Augmentative And Alternative Communication ◽  
The United States ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Alternative Communication ◽  
Preparation Programs ◽  
Service Training ◽  
Communication Needs

Abstract Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.

AAC Use by People With TBI: Affects of Cognitive Impairments

2010 ◽  
Vol 19 (3) ◽  
pp. 79-86 ◽  
Author(s):  
Sarah E. Wallace
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Service Provision ◽  
Augmentative And Alternative Communication ◽  
Cognitive Impairments ◽  
Recovery Process ◽  
Multimodal Communication ◽  
Future Research ◽  
Alternative Communication ◽  
Communication Impairments

Abstract Survivors of traumatic brain injury (TBI) use augmentative and alternative communication (AAC) to compensate for communication impairments. However, various cognitive impairments resulting from TBI affect AAC intervention and, thus, require special consideration. The purpose of this article is to address four areas that professionals who provide AAC may need to consider as part of their service provision to people with TBI: (a) the evolution of AAC use during the recovery process, (b) the effect of cognitive impairments on multimodal communication, (c) appropriate message representation, and (d) difficulties with AAC navigation resulting from cognitive impairments. Finally, this paper provides some suggestions and some areas of future research related to survivors of TBI use of AAC.

Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?

2017 ◽  
Vol 51 (3) ◽  
pp. 332-350 ◽  
Author(s):  
LaRon A. Scott
Keyword(s):  
Special Education ◽  
Black Men ◽  
Special Education Teachers ◽  
Future Research ◽  
Alternate Route ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Traditional Preparation ◽  
Core Components ◽  
Effective Choice

Many Black men interested in special education careers enroll in alternate route special education programs over traditional preparation programs. However, there is little research that focuses on their reasons for choosing special education alternate route programs and what makes these programs an effective choice for Black men pursuing teaching careers in special education. This qualitative study interviewed Black men regarding (a) reasons they chose an alternate route special education program, (b) core components of the program they found effective, and (c) support needs once they exited programming. Several themes emerged from this study and indicated that funding, targeted recruitment, and mentoring from Black faculty were among important factors for recruitment and retention. Recommendations for the field, implications and recommendations for policy and practice, and future research are also discussed.

Strategies for Recruiting and Retaining Black Male Special Education Teachers

2018 ◽  
Vol 40 (4) ◽  
pp. 236-247 ◽  
Author(s):  
LaRon A. Scott ◽  
Quentin Alexander
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Black Teachers ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Education Teacher ◽  
Recruitment And Retention ◽  
Teacher Workforce

In 2015, the National Goals Conference for and with people with intellectual disability encouraged the field of special education to recruit and retain more Black teachers. In this grounded theory study, 18 Black men were interviewed to learn more about experiences surrounding recruitment and retention in special education teacher-preparation programs (SETPPs) and for teaching careers in special education. Findings led to the development of a theory based on three constructs: (a) motivations for becoming a special education teacher, (b) attractions to SETPPs, and (c) focused strategies for recruitment and retention that indicated several strategies that SETPPs and school divisions should consider (e.g., funding, distance education program, mentorship) when attempting to recruit and retain Black males into training programs and for special education careers. The implication for the special education teacher workforce and potential for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document