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Ana Paula Pérez-Aguirre; Iván Arturo Morales-Pérez; Jorge Allan Gómez-Mercado; Rodrigo Alberto Gutiérrez-Martínez; Iván Matehuala-Moran; Rubén Fuentes-Alvarez – Journal on Efficiency and Responsibility in Education and Science, 2024
Deaf-blindness is a type of dual disability wherein visual and auditory capabilities are significantly impaired. Special communication methods have been developed for the deaf-blind community. Yet, these methods require that both people involved have prior knowledge and training to successfully communicate, limiting deaf-blind people's social…
Descriptors: Deaf Blind, Assistive Technology, Braille, Interpersonal Communication
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Christine Holyfield; Elizabeth Lorah – Journal of Developmental and Physical Disabilities, 2023
The purpose of this study was to evaluate the effect of two AAC technologies on indices of happiness for school-age children with multiple disabilities during interactions with their school speech-language pathologists. The study applied a post host secondary analysis of a previously completed single-subject alternating treatment design study…
Descriptors: Children, Multiple Disabilities, Augmentative and Alternative Communication, Assistive Technology
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Bathobile Charity Ngcobo; Juan Bornman – South African Journal of Education, 2024
Augmentative and alternative communication (AAC) strategies benefit learners with complex communication needs (CCN) by allowing them to participate, interact and learn. AAC is realised in the South African Education policy; however, research indicates that many teachers still have limited AAC knowledge. With this study we aimed to describe the…
Descriptors: Foreign Countries, Special Education Teachers, Augmentative and Alternative Communication, Communication Disorders
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Dimity Comino; Laura Roche; Jill Duncan – Deafness & Education International, 2024
With recent data reporting approximately 40--50% of Deaf or hard of hearing (DHH) individuals as having a disability, complex communication needs are not uncommon within this population and can present unique communicative challenges. Implementing augmentative and alternative communication (AAC) systems can provide this population with an…
Descriptors: Augmentative and Alternative Communication, Deafness, Hearing Impairments, Students with Disabilities
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Avinash Mishra – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Thirty percent of children diagnosed with autism spectrum disorder (ASD) do not develop spoken language. To provide a means of communication for this subset of the population, augmentative and alternative communication (AAC) systems are often utilized. Low-tech options have traditionally been delivered through the in-person modality.…
Descriptors: Augmentative and Alternative Communication, Autism Spectrum Disorders, Students with Disabilities, Nonverbal Communication
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Aine M. Mooney Mahan; Allison Bean; Amy Miller Sonntag – Communication Disorders Quarterly, 2024
Communicative competence for people who use augmentative and alternative communication consists of four interrelated domains: linguistic, strategic, social, and operational. Ongoing assessment and progress monitoring within these domains are crucial to (a) providing information to teach targeted skills in a manner contextualized within the…
Descriptors: Children, Students with Disabilities, Augmentative and Alternative Communication, Assistive Technology
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Atterström, Andrea; Malmqvist, Johan; Anderberg, Elsie; Swärd, Ann-Katrin – International Journal of Disability, Development and Education, 2023
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…
Descriptors: Reading Improvement, Writing Improvement, Students with Disabilities, Speech Impairments
Laubscher, Emily; Raulston, Tracy J.; Ousley, Ciara – Journal of Special Education Technology, 2022
Inclusive preschool classrooms have become increasingly common in recent decades, affording opportunities for children with and without disabilities opportunities to interact and develop positive relationships. Children with disabilities may be unintentionally excluded from these interactions due to communication differences. This paper discusses…
Descriptors: Preschool Education, Preschool Children, Students with Disabilities, Inclusion
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Cristián Iturriaga – Language, Culture and Curriculum, 2025
The educational inclusion of deaf students in England is usually interpreted as placement in mainstream settings alongside hearing students, creating unintended pressure for assimilation to the communicative needs of hearing people. In this context, it is deaf students and their communication support staff who are left to deal with communicative…
Descriptors: Student Experience, Inclusion, Deafness, Oral Communication Method
Audrey E. Robbins – ProQuest LLC, 2022
A qualitative study was conducted to identify the beliefs and attitudes of preservice special education teachers regarding teaching use of tangible symbols for students with multiple disabilities. Using tangible symbols is a promising practice with an emerging evidence base that supports communication development for students with complex…
Descriptors: Preservice Teachers, Teacher Attitudes, Attitudes toward Disabilities, Students with Disabilities
Becky Crowe – ProQuest LLC, 2021
Children with developmental disabilities and complex communication needs who use augmentative and alternative communication (AAC) have limited opportunities to communicate and few trained conversation partners to interact with. Research literature on interventions utilizing AAC devices and systems to increase communication skills overwhelmingly…
Descriptors: Students with Disabilities, Developmental Disabilities, Augmentative and Alternative Communication, Assistive Technology
James Hummel – ProQuest LLC, 2024
This research explored the transformative potential of technology in special education, informed by the researcher's extensive experience in the Los Angeles Unified School District. Highlighting the case of a nonspeaking student with autism who made significant academic progress using an augmented alternate communication (AAC), device, the study…
Descriptors: Preservice Teachers, Assistive Technology, Augmentative and Alternative Communication, Technology Uses in Education
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Yu-Hsin Hsieh; Mats Granlund; Ai-Wen Hwang; Helena Hemmingsson – Augmentative and Alternative Communication, 2024
Eye-gaze technology provides access to a computer through the control of eye movements, thus allowing students with severe motor and communication difficulties to communicate and participate in curriculum activities and leisure; however, few studies have investigated whether any challenges exist to its implementation. This study examines the…
Descriptors: Foreign Countries, Eye Movements, Students with Disabilities, Communication Disorders
Aranas, Maria Felisa M. – Online Submission, 2021
The students with nonverbal autism are challenged in communicating their needs which is fundamental in the everyday life of a person. Augmentative and Alternative Communication (AAC) aids children with a speech impediment in expressing necessities. However, the Philippines might be one of the most numerous smartphone users in the world but it…
Descriptors: Autism, Students with Disabilities, Augmentative and Alternative Communication, Interpersonal Communication
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Tullis, Christopher A.; Marya, Videsha; Alice Shillingsburg, M. – Analysis of Verbal Behavior, 2019
Instructive feedback (IF) is a procedure in which secondary targets are presented to a learner during instruction for primary skills. Previous research has demonstrated that students with autism spectrum disorder (ASD) may acquire at least a portion of skills presented via IF. Although it is a promising instructional methodology for learners with…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Students with Disabilities
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