The Bridge School: Educational Inclusion Outcomes over 15 Years.
In this retrospective study, Bridge School's service delivery model is described and the nature and success of participants' initial educational experiences subsequent to Bridge School are reported. Bridge School provides intensive AAC services to students with severe speech and physical impairments...
| Published in: | AAC: Augmentative & Alternative Communication Vol. 21; no. 2; pp. 116 - 132 |
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| Format: | Article |
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Taylor & Francis Ltd
Jun2005
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=17588859&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 17588859 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Jun2005 vid: 21 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 17588859 10.1080/07434610500103509 ppf: 116 ppct: 16 formats: tig: atl: The Bridge School: Educational Inclusion Outcomes over 15 Years. aug: au: Hunt-Berg, Mary affil: The Bridge School, Eucalyptus Avenue, Hillsborough, CA 94010, USA su: Assessment of education Means of communication for people with disabilities Communication education Inclusive education Education of children with disabilities Speech disorders in children sug: subj: Assessment of education Means of communication for people with disabilities Communication education Inclusive education Education of children with disabilities Speech disorders in children keyword: Augmentative and alternative communication (AAC) Outcomes Participation Physical impairment ab: In this retrospective study, Bridge School's service delivery model is described and the nature and success of participants' initial educational experiences subsequent to Bridge School are reported. Bridge School provides intensive AAC services to students with severe speech and physical impairments, with the goal of facilitating student competence with AAC technologies and then returning students to their respective local inclusive schools. Sixteen former Bridge School students participated in this study. To establish a basis for participant outcomes, archival records were analyzed to determine the instructional focus, patterns of acquiring AAC technologies, and levels of educational participation. After attending Bridge School, 13 participants made the transition to inclusive educational settings in their local schools. From an educational team perspective, participants experienced success in these environments, but not all achieved independent use of AAC devices. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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