General education teachers' experiences with inclusion of students who use augmentative and alternative communication.
A qualitative interview methodology was used to investigate the experiences of 11 general education teachers who had included students with augmentative and alternative communication (AAC) in their classes. Information was gathered from participants in the following areas: (a) the benefits of includ...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 19; no. 2; pp. 104 - 125 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106877386&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106877386 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Jun2003 vid: 19 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106877386 2003136580 10.1080/0743461031000112043 106877386 ppf: 104 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: General education teachers' experiences with inclusion of students who use augmentative and alternative communication. aug: au: Kent-Walsh JE Light JC affil: Department of Communication Sciences and Disorders, 110 Moore Building, The Pennsylvania State University, University Park, PA 16802 sug: subj: Alternative and Augmentative Communication In Infancy and Childhood Faculty Attitudes Mainstreaming (Education) Teachers Adolescence Adult Attitude to Disability Child Female Funding Source Interview Guides Male Middle Age Qualitative Studies Semi-Structured Interview Support, Psychosocial Thematic Analysis Human Adolescent: 13-18 years Adult: 19-44 years Child: 6-12 years Middle Aged: 45-64 years Female Male ab: A qualitative interview methodology was used to investigate the experiences of 11 general education teachers who had included students with augmentative and alternative communication (AAC) in their classes. Information was gathered from participants in the following areas: (a) the benefits of including students who use AAC in general education classes, (b) the negative aspects of including these students, (c) the barriers to successful inclusion outcomes, (d) the supports required for successful inclusion, and (e) recommendations for other teachers and professionals (e.g., speech-language pathologists). Participants described barriers that they faced related to schools, teams, teachers, educational assistants, classmates, students, curricula, and AAC. Participants also emphasized the benefits of including students to the students themselves (e.g., increased classroom interactions with peers), classmates (e.g., increased acceptance of individuals with disabilities), and themselves as teachers (e.g., personal growth and learning). Results are discussed with reference to the literature as well as directions for future research. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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