“All Children Can and Should Have the Opportunity to Learn”: General Education Teachers' Perspectives on Including Children with Autism Spectrum Disorder who Require AAC

Abstract

A qualitative online focus group methodology was used to investigate the experiences of five elementary school teachers (grades K-5) who had included in their general education classrooms children with autism spectrum disorders (ASD) who required augmentative and alternative communication (AAC). Information was obtained from the participants in the following areas: (a) the benefits of educational inclusion, (b) the negative impacts of educational inclusion, (c) the challenges of educational inclusion, (d) the supports for educational inclusion, and (e) recommendations for other teachers and individuals involved in the inclusion process. Participants primarily chose to focus on inclusion as a beneficial practice for all involved, but did describe a few barriers and challenges of inclusion. The results are discussed as they relate to these themes and with reference to published literature. Recommendations for future directions are also presented.

Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

“…A number of qualitative studies have described the impact of systemic barriers and supports on outcomes for individuals with complex communication needs, including, for example, (a) children within the educational system (e.g., Birmingham & Light, 2014;De Bortoli, Arthur-Kelly, Foreman, Balandin, & Mathisen, 2011;Finke, McNaughton & Drager, 2009;Kent Walsh & Light, 2003), (b) adults with complex communication needs who are employed (e.g., McNaughton et al, 2001;, (c) adults engaged in leisure activities within the community (e.g., Dattilo et al, 2008), and (d) individuals with complex communication needs within the health care system (Hemsley & Balandin, 2014).…”

Grupos Focais Online e Pesquisa em Psicologia: Revisão de Estudos Empíricos entre 2001 e 2011

“…Dois artigos referiram que as participações dos membros do grupo foram equivalentes em termos numéricos. Finke et al (2009) Há indícios, então, de que seja comum a flutuação nos índices de participação nas discussões em grupos focais online assíncronos. Uma das explicações para isso seria a variação na velocidade de adaptação dos diferentes participantes à interação online (Kralik et al, 2006).…”

“…Isso, segundo Adler e Zarchin (2002) e Walden e Bryan (2011), aumenta a probabilidade de todos os participantes responderem todas as questões, visto que os incita a elaborar uma resposta para cada tópico. Já no grupo relatado por Finke et al (2009), os participantes foram requisitados a visitar o site de discussão pelo menos uma vez por semana, a responder às questões colocadas pelo moderador e a comentar ou responder às ideias e informações emitidas pelos outros participantes nos tópicos anteriores. Como se pode deduzir, esses artifícios acabam diminuindo a flexibilidade de participação na discussão, característica do modelo assíncrono.…”

The Changing Face of Augmentative and Alternative Communication: Past, Present, and Future Challenges

“…Now, many individuals who use AAC expect to be full participants in a wide range of environments -family, school, work, and community (McNaughton & Kennedy, 2010). Children with cerebral palsy, ASD, Down syndrome, and other developmental disabilities are using AAC to participate in general education classrooms, to learn literacy skills, and to interact with friends and family members (e.g., Anderson, Balandin, & Clendon, 2011;Light & McNaughton, 2009Kent-Walsh & Light, 2003;Finke, McNaughton, & Drager, 2009;Stoner, Angell, & Bailey, 2010). Adults with severe disabilities are living in the community and using AAC to participate in employment, to volunteer, and to take part in recreational activities (e.g., McKelvey et al, 2012;McNaughton, Light, & Arnold, 2002;McNaughton, Light, & groszyk, 2001;Dattilo, Estrella, Estrella, Light, McNaughton, & Seabury, 2008;Trembath et al, 2010).…”