Family Influences and Academic Success: The Perceptions of Individuals Using AAC

Abstract

Positive family influences have a significant impact on addressing school barriers to academic success for students from socially disadvantaged backgrounds. Due to inequities and attitudes toward people with complex communication needs, positive family influences may be critical in the academic success of students using AAC. This study asked the following question of eight United States high school graduates who have used augmentative and alternative communication (AAC): How do family influences positively affect the ability of students who use AAC to succeed in the secondary academic environment? Five themes emerged from the qualitative analysis of participants' narratives: (a) the impact of the family in seeking appropriate education, (b) homework as a challenge that was made easier through the involvement of the family, (c) the role of the family in communicating the importance of education, (d) mothers as driving forces of support, and (e) family encouragement for self-determination. This research allows families and schools to recognize the needs of students and to take action to meet them. It identifies the needs of families and schools in establishing relationships with each other, in terms of supporting requirements for accommodation, learning, motivation, and self-determination of students with complex commmunication needs.

Ergenlik Dönemi Öğrencilerinin Riskli Sağlık Davranışları, Anne Baba Ergen İlişkileri ve Etkileyen Etmenler

“…Çalışmada aktivitelere katılan ergenlerin anneyle ilişkilerinde 'sevgi ve güven, normların düzenlenmesi' daha yüksektir. Sosyal aktivitelere katılan ergenlerin aile üyeleri ve çevresiyle ilişkilerinin daha yüksek olduğu bilinmektedir (Haspolat ve ark, 2016;Rackensperger, 2012). Aktivitelere katılma durumu düzen ve disiplin sağlayacağından ergenlerin anne ile ilişkilerinin bu açıdan daha iyi olması beklenen bir durumdur.…”

Percepções dos pais acerca da participação e comunicação de seus filhos com paralisia cerebral não oralizados

“…Os níveis de GMFCS foram fornecidos pelas mães, a partir das informações e laudos médicos que elas receberam dos neurologistas ou pediatras de seus filhos. Os níveis de CFCS foram determinados pelas pesquisadoras, a partir das respostas das mães acerca do nível de funcionalidade da comunicação de seus filhos, utilizando como como estratégias de intervenção, o que poderá abrir caminhos para que os profissionais adequem seus serviços às demandas de cada usuário e de seus familiares, favorecendo a participação familiar ativa [11][12][13] .…”

Efficacy of a novel augmentative and alternative communication system in promoting requesting skills in young children with Autism Spectrum Disorder in India: A pilot study

“…To ensure effective adoption of an AAC system, it should be (a) accessible, with an easy-to-learn, intuitive interface, and (b) affordable, thereby facilitating integration into the child's daily routines (beyond speech therapy sessions) and social interactions (Basson & Alant, 2005; Mandak et al, 2017; Rackensperger, 2012; Sevcik & Romski, 2007). In a developing country like India, the cost of the system is a crucial consideration impacting system adoption (Blake Huer, 2000; Muttiah et al, 2022; Nigam, 2006; Srinivasan et al, 2011).…”