Integrating AAC instruction into regular education settings: expounding on best practices

Calculator, Stephen N.; Jorgensen, Cheryl M.

doi:10.1080/07434619112331275903

Cited by 42 publications

(24 citation statements)

References 19 publications

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“…There are many descriptions of children using alternative communication in either segregated, partly segregated or nonsegregated educational settings (e.g., Basil & Soro-Camats, 1996;Baumgart, Johnson, & Helmstetter, 1990;Brekke & von Tetzchner, 2003;Buzolich, King, & Baroody, 1991;Calculator & Jorgensen, 1991;Campbell, 2002;Carter & Maxwell, 1998;Johnson, Baumgart, Helmstetter, & Curry, 1996;Light, 1985;McNaughton, 2003;Romski & Sevcik, 1996), but comparisons of children's development in different settings are lacking. To our knowledge, there are no published studies that compare the communicative interactions of children using alternative communication forms in segregated and non-segregated preschools and schools.…”

Section: Inclusion and Alternative Communicationmentioning

confidence: 98%

“…Interventions in educational settings vary considerable with regard to how much they focus on developing the alternative communication competence of staff, while resources spent on developing the alternative communication skills of peer groups are invariably modest: peers' competence is only rarely reported in the scientific and professional literature, even in discussions about inclusion (e.g., Calculator & Jorgensen, 1991;Loeding, Zangari, & Lloyd, 1990;Romski, Sevcik, & Forest, 2001;Soto, Mu¨ller, Hunt, & Maier 2001a,b;Stahmer & Ingersoll, 2004). In one study, it was observed that the speaking children imitated the teachers' use of the disabled child's communication system during play, including ''two incidents where the pictures were used by peers as a negotiating mechanism to trade toys'' (Baumgart et al, 1990, p. 117).…”

Section: Adult and Peer Competencementioning

confidence: 99%

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Constructing Preschool Communities of Learners that Afford Alternative Language Development

Tetzchner

Brekke²,

Sjøthun³

et al. 2005

Augmentative and Alternative Communication

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The present paper discusses the theoretical bases of language development and inclusion, and describes some strategies for scaffolding the communication and language development of children who use manual and graphic communication in ordinary preschool settings. The potential positive effects of being part of an inclusive setting are not yet fully described, but they will depend on whether the language environment is sufficiently adapted to the abilities and limitations of the children. The examples presented focus on child -child interactions and illustrate that alternative language development and enculturation may be supported by the communicative practices of adults and children in ordinary preschools. The examples also illustrate how inclusive practices may be used to promote alternative language development in children with different abilities and limitations; suggest several ways in which peers may interact with children who develop alternative means of communication, including situations involving ordinary child conflicts; and indicate reasons why inclusive settings may be beneficial for many children developing alternative communication.

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Section: Inclusion and Alternative Communicationmentioning

confidence: 98%

Section: Adult and Peer Competencementioning

confidence: 99%

Constructing Preschool Communities of Learners that Afford Alternative Language Development

Tetzchner

Brekke²,

Sjøthun³

et al. 2005

Augmentative and Alternative Communication

View full text Add to dashboard Cite

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“…Another critical consideration during the assessment process is the level of staff training which will be required, given that support personnel are typically responsible for ensuring that individuals with disabilities have access to and are able to effectively utilize AAC devices across a variety of environmental contexts (Butterfield & Arthur, 1995). Unless properly trained, staff may disregard communicative actions of individuals who use AAC devices (Calculator & Jorgensen, 1991;Houghton, Bronicki, & Guess, 1987)-a tendency which results, in part, from low expectations regarding communicative abilities and a lack of training on how to interpret communicative acts.…”

Section: Support Personnel Issues Related To the Selection Of A Speecmentioning

confidence: 99%

Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

Schepis

Reid

2003

Augmentative and Alternative Communication

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This paper focuses on the role of human service staff when supporting individuals with severe disabilities who use speech-generating devices (SGDs) for functional communication. Following a brief overview of research that demonstrates the efficacy of SGDs within this group, a summary is provided of skills staff require to help ensure that individuals with severe disabilities have opportunities to use SGDs in effective ways. A competency- and performance-based training model (based on adult learning principles) which has evolved through applied research is discussed in relation to providing relevant skills training. An applied research-based model for supervising and monitoring staff performance of SGD-related duties and responsibilities is also presented. Directions for future research, aimed at further enhancing the capacity of human service personnel to support people with severe cognitive disabilities in using SGDs, are noted.

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“…Because kindergarten classroom membership was based on social interaction among peers, friendships were formed and broken as the students conversed, negotiated, and shared information. The kindergarten students needed to be taught how to recognize and respond to William's nonsymbolic communication (Calculator & Jorgensen, 1991), including his CB. Although William was physically present in the kindergarten classroom, his LFS prevented him from fully participating in the kindergarten curriculum or the kindergarten "community.…”

Section: Access Barriersmentioning

confidence: 99%

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

Pufpaff

2008

Psychology in the Schools

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Preliminary findings and implications from this study were presented at the 45th Annual Convention of the International Reading Association in Indianapolis, Indiana, April 30, 2000.The author would like to express sincere gratitude to the kindergarten teacher who cooperated with this study and willingly allowed the researcher unlimited access to her classroom. The author also thanks all the school personnel and students who made this study possible as well as the Purdue University AAC Group for their feedback during the course of this project. The author especially thanks Erna Alant, University of Pretoria, South Africa for her guidance in the organization of key sections of this manuscript. © 2008 Wiley Periodicals, Inc.

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Integrating AAC instruction into regular education settings: expounding on best practices

Cited by 42 publications

References 19 publications

Constructing Preschool Communities of Learners that Afford Alternative Language Development

Constructing Preschool Communities of Learners that Afford Alternative Language Development

Issues Affecting Staff Enhancement of Speech-Generating Device Use Among People with Severe Cognitive Disabilities

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

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