“He Cares About Me and I Care About Him.” Children's Experiences of Friendship with Peers who use AAC

Abstract

Typically developing children face multiple challenges in developing friendships with peers who have severe physical disabilities and use augmentative and alternative communication (AAC), especially when these peers experience restrictions in mobility, educational participation, physical access, and communication. In this small qualitative study, six typically developing children were interviewed about their friendships with classmates who have cerebral palsy and use AAC. Data were analyzed according to Riessman's narrative methodology (2008). Overall, participants viewed these friendships positively. In this article, we discuss the main themes that characterized these friendships: communication, learning, helping, and shared time. This knowledge may help to facilitate friendships between children without disabilities and their peers who use AAC within mainstream educational settings.

Social Participation of School-aged Children Who Use Communication Aids: The Views of Children and Parents

“…In many respects, parents and children described issues similar to those reported by other researchers, including: (a) limited locations for activity engagement outside of school and home Thirumanickam et al, 2011), (b) limited contact and interactions with peers (Bailey et al, 2006;Clarke & Kirton, 2003), (c) slow pace of communication (Smith, 2005;von Tetzchner & Martinsen, 2000), (d) communication partners dominating interactions (Kent-Walsh & McNaughton, 2005;von Tetzchner & Martinsen, 1996, 2000, (e) frequent technology breakdowns (Shepherd, Campbell, Renzoni, & Sloan, 2009), and (f) lack of close relationships with peers (Anderson et al, 2011;Raghavendra et al, 2012). However, this study provides a unique account of children ' s and parents ' perceptions of these issues as they relate to children ' s social participation.…”

“…This suggests that they may lack experiences with peers that provide a sense of loyalty and commitment and lead to closeness or intimacy, which typically characterize friendships of children and youth without disabilities (Doll, 1996). This is similar to the fi ndings from other studies indicating that children who use AAC tend to rely on adults rather than peers for emotional support and that the friendships of children and adolescents who use communication aids lack depth (Anderson et al, 2011). Anderson and colleagues suggested that friendships between children using communication aids and children with natural speech may be more asymmetric than those between children with natural speech, because the former are more likely to include helping relationships.…”

Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?

“…Light, Arnold, and Clark (2003) identifi ed a range of sociorelational skills that may further the communicative competence of individuals who use AAC (e.g., participating actively in interactions, demonstrating interest in partners, projecting a positive self image). Sociorelational skills bear special importance for individuals with complex communication needs who may face signifi cant barriers to interpersonal relationships (Anderson, Balandin, & Clendon, 2011;Light et al, 2003). Jim Prentice, an expert communicator via AAC who worked as a statistical record keeper at a large company, poignantly illustrated the importance of developing social competence:…”

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).…”