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Addressing AAC Knowledge and Skill Barriers in Rural Communities: Strategies for Success
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Susan S. Johnston – Rural Special Education Quarterly, 2024
Professionals and communication partners report experiencing challenges with regard to developing the knowledge and skills needed to support individuals with complex communication needs who use augmentative and alternative communication (AAC). These challenges can be exacerbated in rural and remote areas where access to resources and training may…
Descriptors: Rural Schools, Special Education, Students with Disabilities, Student Needs
Increasing Pre-Service Teacher Knowledge of AAC Systems and Supports in the Classroom Setting
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Hannah J. Kammet; Sharon M. Darling; Charles E. Dukes; Rangasamy Ramasamy – Teacher Development, 2024
In-service general education teachers receive limited pre-service training in Augmentative and Alternative Communication (AAC) systems and strategies. Therefore, pre-service training should expose general education teacher candidates to the field of AAC and its benefits. This study investigated the efficacy of an online professional development…
Descriptors: Preservice Teacher Education, Augmentative and Alternative Communication, Program Effectiveness, Knowledge Level
Knowledge and Readiness of Teachers in Implementing Augmentative and Alternative Communication
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Sipho Sibanda; Brilliant Mhlanga – Discover Education, 2024
This qualitative study critically examines the knowledge and readiness of teachers in South African classrooms in utilising Augmentative and Alternative Communication (AAC) for learners facing communication challenges. The study addresses the concerns expressed by teachers regarding their lack of knowledge and skills in utilizing AAC, highlighting…
Descriptors: Augmentative and Alternative Communication, Foreign Countries, Knowledge Base for Teaching, Readiness
Reported and Enacted Emergent Literacy Instruction: Understanding Young Students with Extensive Support and Complex Communication Needs, Opportunity to Learn
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Sofia Benson-Goldberg; Karen Erickson – Topics in Early Childhood Special Education, 2024
Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read…
Descriptors: Literacy Education, Augmentative and Alternative Communication, Communication Disorders, Early Childhood Education
Identifying Dual Sensory Loss among Students with Extensive Support Needs
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Meagan Karvonen; Karen A. Erickson; Julie A. Durando; Brianna Beitling; Samuel L. Morgan; Elizabeth Kavitsky – Journal of Special Education, 2025
Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take U.S. statewide alternate assessments to identify the number of students with known and suspected DSL and the…
Descriptors: Students with Disabilities, Student Characteristics, Student Needs, Access to Education
The Barriers to and Facilitators of Academic and Social Success for Deafblind Children and Young People: A Scoping Review
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Claire Manford; Saima Rajasingam; Peter M. Allen; Eldre Beukes – British Journal of Special Education, 2024
Deafblind children and young people often perform poorly in education and social settings. The extent of this attainment gap is unknown. Following the Joanna Briggs protocol, a scoping review was conducted with the aim of establishing the barriers to and facilitators of academic and social success for this cohort. A database search was conducted…
Descriptors: Deaf Blind, Students with Disabilities, Social Environment, Educational Environment