Supporting students with complex communication needs: special education teachers' reflections on their training.
Special education teachers support students with complex communication needs across the day. Yet, evidence suggests that these professionals are entering the field without being fully prepared to support these students by having the knowledge and skill to implement augmentative and alternative commu...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 41; no. 4; pp. 382 - 395 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Dec2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=189849875&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 189849875 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 189849875 10.1080/07434618.2024.2440764 ppf: 382 ppct: 13 formats: tig: atl: Supporting students with complex communication needs: special education teachers' reflections on their training. aug: au: Boesch, Miriam C. Da Fonte, M. Alexandra Neff, Gillian C. Shaw, Kaitlyn R. Mathew, Liann L. Lipof, Jennifer F. affil: Department of Educational Psychology, University of North Texas, Denton, TX, USA Department of Special Education, Vanderbilt University, Nashville, TN, USA su: Teacher education Cross-sectional method Pearson correlation (Statistics) Qualitative research T-test (Statistics) Cronbach's alpha Statistical sampling Reflection (Philosophy) Retrospective studies Educational tests & measurements Descriptive statistics Chi-squared test Mentoring Communicative disorders Thematic analysis Surveys Communication devices for people with disabilities College teacher attitudes Medical records Acquisition of data Inferential statistics Special education Sociodemographic factors Data analysis software Professional competence sug: subj: Teacher education Cross-sectional method Pearson correlation (Statistics) Qualitative research T-test (Statistics) Cronbach's alpha Statistical sampling Reflection (Philosophy) Retrospective studies Educational tests & measurements Descriptive statistics Chi-squared test Mentoring Communicative disorders Thematic analysis Surveys Communication devices for people with disabilities College teacher attitudes Medical records Acquisition of data Inferential statistics Special education Sociodemographic factors Data analysis software Professional competence keyword: Augmentative and alternative communication preparation program special education teachers survey ab: Special education teachers support students with complex communication needs across the day. Yet, evidence suggests that these professionals are entering the field without being fully prepared to support these students by having the knowledge and skill to implement augmentative and alternative communication practices. The lack of preparedness from these professionals creates barriers for students with complex communication needs, their families, and other team members. To gather information from special education teachers' point of view, a nationwide survey was disseminated with the purpose of identifying the most beneficial component of their training to support students with complex communication needs. Five themes were identified from the views of 792 special education teachers, with the most beneficial components of their training consisting of 'access to content,' followed by 'opportunities to practice.' Recommendations, practical implications, and future research directions are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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