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Direct linkTeresa Iacono; Juliet Goldbart; Sarah N. Douglas; Ana Garcia-Melgar – Journal of Developmental and Physical Disabilities, 2022
The aim of this scoping review was to explore the extent to which AAC studies have occurred in inclusive versus segregated settings, the role of AAC in inclusive setting studies, and the evidence for AAC supporting inclusive education of students with complex communication needs. A scoping review of studies published from 2000 to 2020 that…
Descriptors: Augmentative and Alternative Communication, Inclusion, Communication Problems, Special Needs Students
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
Download full textMenezes, Edênia da Cunha; Silva, Raquel Souza; dos Santos, Ivana Maria Barboza; Givigi, Rosana Carla do Nascimento – Turkish Online Journal of Educational Technology - TOJET, 2021
Education is a fundamental right of all, guaranteed in the Brazilian constitution and in the legislation of several countries in the world. In Brazil, Special Education targets people with disabilities and global developmental disorders. A disabled person needs certain supports, the demands for which are varied. One such demand relates to people…
Descriptors: Foreign Countries, Special Education, Students with Disabilities, Developmental Disabilities
Biggs, Elizabeth E.; Hacker, Rebecca E. – Online Submission, 2021
Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication…
Descriptors: Intervention, Augmentative and Alternative Communication, Special Education Teachers, Paraprofessional School Personnel
Biggs, Elizabeth E.; Hacker, Rebecca – Augmentative and Alternative Communication, 2021
Many factors impact intervention implementation in everyday practice, including the social validity of these interventions. As a way of addressing social validity, this study aimed to understand the perspectives of multiple stakeholders of school-aged children and adolescents who use aided and unaided augmentative and alternative communication…
Descriptors: Intervention, Augmentative and Alternative Communication, Special Education Teachers, Paraprofessional School Personnel
Biggs, Elizabeth E.; Carter, Erik W.; Gustafson, Jenny – American Journal on Intellectual and Developmental Disabilities, 2017
Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms.…
Descriptors: Inclusion, Communication Problems, Peer Relationship, Interpersonal Communication
Cooper-Martin, Elizabeth – Montgomery County Public Schools, 2014
The Office of Special Education and Student Services asked the Office of Shared Accountability to evaluate the "Facilitated Communication Pilot." In facilitated communication (FC), people with communication impairments express themselves by typing with the aid of a communication partner, called a facilitator, who provides physical (and…
Descriptors: Counties, Public Schools, Augmentative and Alternative Communication, Grade 5
