Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

Tonsing, Kerstin Monika; Dada, Shakila

doi:10.1080/07434618.2016.1246609

Cited by 29 publications

(26 citation statements)

References 42 publications

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“…Yet, inclusive social interaction involving students with complex communication needs depends heavily on augmentative and alternative communication (AAC), for example, the use of speech-generating devices (SGDs) (Beukelman & Mirenda, 2013); however, research on how SDGmediated interaction is achieved in the context of classrooms is limited. Teachers, teacher assistants, and personal care assistants (henceforth "assistants") reported on the challenges in terms of social and pedagogical inclusion of students with complex communication needs (Andzik, Chung, & Kranak, 2016;T€ onsing & Dada, 2016). In addition, students who rely on SGDs described the difficulties in achieving an interactional space (i.e., enough time to produce an SGD-mediated initiative or response) in the classroom (Howery, 2018).…”

mentioning

confidence: 99%

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Tegler

Johansson

2020

Augmentative and Alternative Communication

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Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants' classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent onscreen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student's access to the vocabulary relevant to answering the teacher's question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom.

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confidence: 99%

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Tegler

Johansson

2020

Augmentative and Alternative Communication

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“…Gaining a better insight into routine practice settings (Newman et al, 2003) and the factors considered by SLTs in AAC implementation (Thistle & Wilkinson, 2015) is an important first step in understanding their decision-making processes (Thistle & Wilkinson, 2015). Although there are indications that AAC service provision in South Africa is increasing, for example, in special schools (Alant, 1999;Tönsing & Dada, 2016), comprehensive information about services provided by SLTs across a variety of contexts and the factors they consider important in their practice has not been obtained.…”

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confidence: 99%

“…The availability and affordability of assistive technology such as aided AAC systems also influences AAC practice (Van Niekerk & Tönsing, 2015). Nonelectronic AAC systems are more frequently used in South African special schools than electronic AAC devices (Tönsing & Dada, 2016). Similarly in a survey of SLTs in New Zealand, Sutherland, Gillon and Yoder (2005) found that low-tech communication options and sign language were the most commonly reported AAC strategies used by adults and students with complex communication needs.…”

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confidence: 99%

Augmentative and alternative communication practices: a descriptive study of the perceptions of South African speech-language therapists

Dada

Murphy

Tonsing

2017

Augmentative and Alternative Communication

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Speech-language therapists (SLTs) have direct contact with a wide variety of individuals who require augmentative and alternative communication (AAC) and they are therefore considered to have a primary role in the assessment, selection, and implementation of AAC symbols, techniques, aids, and strategies. Limited information is available with regard to SLTs" practices in the field of AAC, and there is a particular paucity of information about developing country contexts such as South Africa. The aim of this study was to determine how South African SLTs perceive their current AAC practices. Specifically, the study aimed to investigate SLTs" assessment and intervention practices, their choice and use of graphic symbols, and display layouts for aided AAC systems. An online survey was developed, using the Qualtrics Research Suite™ online survey software. The survey included open-ended questions (analyzed using thematic analysis) and closed questions (analyzed using descriptive statistics). The study revealed that SLTs currently use a limited variety of assessment and intervention approaches. Their current practices are informed by previous experience with various technologies and AAC systems. The results enhance the understanding of SLTs" current AAC practices and illustrate that the primary caseloads of SLTs do not appear to inform specific approaches to assessment and AAC implementation.

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“…If a device is purchased by a school district for a specific student, then the district may control not only the case or other ancillary products provided but also access to the device as in the case of Daisy's son described earlier. In contexts of low income, devices may be shared across multiple students and their use limited to the school context (Tönsing & Dada, 2016). In other contexts, the demarcations may be less extreme but no less present because of their subtlety.…”

Section: [Aq6]mentioning

confidence: 99%

Constructing and Navigating Cultural Borderlands Using Augmentative and Alternative Communication

Smith¹

2018

Topics in Language Disorders

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Individuals who use augmentative and alternative communication (AAC) occupy complex sociocultural and sociolinguistic territories. They are immersed in spoken language communities but to participate as speakers in conversational interactions, they may rely on atypical communication modes, including systems for generating speech that set them apart as what C. Mattingly (2006) termed "Other." This article explores the challenges and tensions implicit in shifting between cultural roles of Natural Speaker and Aided Communicator using the construct of cultural borderlands. Borderlands are first explored in terms of social participation, focusing on questions such as whether aided communication offers a bridge across borderlands or constitutes a marker of cultural difference and on the question of ownership of aided communication. The borderlands of speaker-listener roles that are negotiated within interactions involving aided communication are then considered. Possible implications of how the construct of cultural borderlands supports understanding of interactions involving aided communication are suggested.

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Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation

Cited by 29 publications

References 42 publications

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices

Augmentative and alternative communication practices: a descriptive study of the perceptions of South African speech-language therapists

Constructing and Navigating Cultural Borderlands Using Augmentative and Alternative Communication

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