Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms.
This study evaluated the effectiveness of the use of a team collaboration process to increase the academic achievement and social participation of three students with augmentative and alternative communication (AAC) needs who were members of general education classrooms. Three educational teams, com...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 18; no. 1; pp. 20 - 36 |
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| Autores principales: | , , , , |
| Formato: | forms research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2002
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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=106933992&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106933992 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Mar2002 vid: 18 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106933992 2002065818 10.1080/714868359 106933992 ppf: 20 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. aug: au: Hunt P Soto G Maier J Müller E Goetz L affil: Department of Special Education, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132-4158; hunt@sfsu.edu sug: subj: Communicative Disorders In Infancy and Childhood Cerebral Palsy Complications Mainstreaming (Education) Alternative and Augmentative Communication In Infancy and Childhood Collaboration Funding Source Evaluation Research Multidisciplinary Care Team Teachers Speech-Language Pathologists Education, Special Parents Child Male Planning Techniques Interviews Observational Methods Outcomes of Education Child Behavior Human Child: 6-12 years Male ab: This study evaluated the effectiveness of the use of a team collaboration process to increase the academic achievement and social participation of three students with augmentative and alternative communication (AAC) needs who were members of general education classrooms. Three educational teams, comprised of the general education teacher, inclusion support teacher, instructional assistant, speech-language pathologist, and one of the student's parents, developed and collaboratively implemented Unified Plans of Support for the students that consisted of academic adaptations and communication and social supports. The effectiveness of the support plans was evaluated through behavioral observations and team interviews. Evaluation outcomes suggest that consistent implementation of the plans of support by team members was associated with improvements in academic skills, social interactions with peers, engagement in classroom activities, and use by the students of a variety of AAC devices. Implications of the collaborative teaming process in supporting students with AAC needs in general education classrooms are discussed. pubtype: Academic Journal doctype: forms research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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