Friendship Experiences of Young Adults Who Use Augmentative and Alternative Communication

Dada, Shakila; Tonsing, Kerstin Monika; Goldbart, Juliet

doi:10.1080/1034912x.2020.1746246

Cited by 10 publications

(1 citation statement)

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“…Whereas learning to read and write is universally important, it is presumably even more crucial for students having difficulties with speech. Their challenges with natural speech necessitate the use of AAC (Dada, Tonsing, & Goldbart, 2020), and the technological progress regarding AAC has increased their ability to participate in social settings and to be part of various activities. This is important because research has shown that activity and participation restrictions affect literacy development more than the severity of disabilities among students who use ACC .…”

Section: Earlier Researchmentioning

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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Section: Earlier Researchmentioning

confidence: 99%