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Direct linkPennington, Robert C.; Walker, Virginia L.; Tapp, Melissa C. – Teacher Education and Special Education, 2021
In this investigation, we surveyed 51 faculty members who were involved in teacher preparation programs in the area of extensive support needs (ESN) across a range of institutions of higher education. We asked participants to respond to questions related to the quality and quantity of program content focused on communication instruction and…
Descriptors: Teacher Education Programs, Teacher Educators, College Faculty, Educational Quality
Biggs, Elizabeth E.; Hacker, Rebecca E. – Research and Practice for Persons with Severe Disabilities, 2021
Although substantial evidence demonstrates the effectiveness of augmentative and alternative communication (AAC) intervention for students with severe disabilities who have complex communication needs, increasing importance is being placed on understanding how to move research into practice. This descriptive qualitative study focused on…
Descriptors: Augmentative and Alternative Communication, Students with Disabilities, Severe Disabilities, Parent Attitudes
Download full textBiggs, 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
Skokut, Mary; Robinson, Suzanne; Openden, Daniel; Jimerson, Shane R. – California School Psychologist, 2008
Addressing the needs of children with autism in the school context is an essential component of facilitating the success of these students. This article provides an overview of scientifically based and promising interventions that may be used to promote the social and cognitive competence of children with autism, focusing on the research base of…
Descriptors: Autism, School Psychologists, Social Development, Interpersonal Competence
Wilkinson, Krista M.; Hennig, Shannon – Mental Retardation and Developmental Disabilities Research Reviews, 2007
Augmentative and alternative communication is a compilation of methods and technology designed to supplement spoken communication for people with limited speech or language skills, including children with developmental and intellectual disabilities. The field of AAC has evolved rapidly within the last 10 years, due to a combination of empirical…
Descriptors: Augmentative and Alternative Communication, Mental Retardation, Developmental Disabilities, Language Skills
Calculator, Stephen N. – International Journal of Inclusive Education, 2009
This paper examines the role of augmentative and alternative communication (AAC) in fostering the successful inclusion of students with the most severe disabilities in general education. Best practices in AAC are identified and multiple examples of their implementation are presented. Particular emphasis is placed on the need to integrate AAC into…
Descriptors: Inclusive Schools, General Education, Augmentative and Alternative Communication, Mainstreaming
Rogow, Sally – International Journal of Special Education, 2005
The education of children with visual impairments or blindness combined with other disabilities is increasingly recognized as one of the most compelling and challenging aspects of Special Education. We have come to recognize the multiple effects of combined sensory, neurological and/or psychological problems Visual and movement impairments impose…
Descriptors: Intervention, Visual Impairments, Multiple Disabilities, Psychology
