Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Pufpaff, Lisa A.

doi:10.1002/pits.20311

Cited by 13 publications

(9 citation statements)

References 34 publications

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“…Additional research is needed to examine salient barriers to students' use of their AAC devices in general education classrooms, which may include limited availability, student competence in using the device, expectations and training of support personnel, occurrence of comprehensive planning, peer attitudes, or provision of communication opportunities (Beck, 2009;Calculator, 2009;Pufpaff, 2008;Stoner, Angell, & Bailey, 2010). Educators may also draw on the Participation Model (Beukelman & Mirenda, 2005) to evaluate the access and opportunity associated with students' AAC devices in inclusive settings.…”

Section: Discussionmentioning

confidence: 97%

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

Chung¹,

Carter²,

Sisco³

2012

American Journal on Intellectual and Developmental Disabilities

117

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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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Section: Discussionmentioning

confidence: 97%

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

Chung¹,

Carter²,

Sisco³

2012

American Journal on Intellectual and Developmental Disabilities

117

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“…In particular, the use of high-tech, speech-generating augmentative and alternative communication devices in writing makes it possible for students with SSPI to express their thoughts (Lidström, 2011); such use thus contributes significantly to literacy development (Wilkins & Ratajzcak, 2009). Furthermore, because there often exists a huge gap between a child's language-reception and language-expression abilities, high quality reading and writing instruction is needed to bridge this gap (Pufpaff, 2008) and thereby prevent an arrest in literacy development (Dahlgren Sandberg, 2006).…”

Section: Earlier Researchmentioning

confidence: 99%

“…Several studies have revealed that only a small proportion of classroom time is dedicated to literacy activities for this group of students. One reason seems to be a lack of confidence in supporting literacy learning for these students among educators, speech and language therapists, and parents (Dahlgren Sandberg, 1998;Fallon & Katz, 2008;Larsson, 2008;Light & McNaughton, 1993;Malmqvist, 2001;Pufpaff, 2008;Ruppar, Dymond, & Gaffney, 2011;Zascavage & Keefe, 2007). Such research findings indicate an underestimation of these students' learning potential, which may lead to deprivation of students' capabilities (Sen, 1992) and which has been associated with discrimination by Zascavage and Keefe (2004, p. 231):…”

Section: Introductionmentioning

confidence: 99%

Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment

Atterström

Malmqvist

Anderberg

et al. 2021

International Journal of Disability, Development and Education

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Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

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“…The opportunity and access barriers that have limited reading development arise from professional and societal attitudes, educational practice, instructional priority, lack of knowledge, and a paucity of research-based instructional methods [14,15]. First, the belief that literacy skill limitations are "innate" [16] has influenced the instructional curriculum of students with significant ID.…”

Section: Factors Influencing Reading Developmentmentioning

confidence: 99%

Instructional Methods that Foster the Reading Development of Students with Significant Intellectual Disabilities

Wood-Fields¹,

Judge

Watson

2015

J. Intellect. Disabl. Diagn. Treat.

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Educational legislation has made reading a priority for students with significant intellectual disabilities (ID) and associated speech, language, sensory, or physical impairments. Historically, reading instruction for students with significant ID has focused on sight word instruction, with limited exposure to other essential reading skills. This article focuses on the evidence-based instructional methods that effectively and efficiently foster the reading development of students with significant ID. The authors reviewed the literature from the past 20 years on reading interventions for students with significant ID. In spite of access and opportunity barriers that have inhibited the reading development of students with significant ID, a synthesis of the empirical research on reading instruction suggests that students with significant ID and associated disabilities can learn phonemic awareness, phonics, vocabulary, fluency, and comprehension skills with direct instruction. Implications for providing reading instruction that effectively promotes reading development are discussed and areas for future research are identified.

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Barriers to participation in kindergarten literacy instruction for a student with augmentative and alternative communication needs

Cited by 13 publications

References 34 publications

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

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

Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment

Instructional Methods that Foster the Reading Development of Students with Significant Intellectual Disabilities

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