TY - JOUR
T1 - General education teachers' experiences with inclusion of students who use augmentative and alternative communication
AU - Kent-Walsh, Jennifer E.
AU - Light, Janice C.
N1 - Funding Information:
This paper was completed in partial fulfillment of the requirements for the Ph.D. program in the Department of Communication Sciences and Disorders at The Pennsylvania State University, University Park, PA, USA. Preliminary results from this study were presented at the annual convention of the American Speech-Language-Hearing Association in New Orleans, Louisiana, November 15, 2001. The research was supported, in part, by a graduate scholarship in communicative disorders from the SERTOMA Foundation and a graduate scholarship from the American Speech-Language-Hearing Foundation. The authors would like to offer their sincere thanks to the teachers who gave of their time and experience to participate in this project. The authors would also like to thank Ms. Stephanie Gulla for her assistance with coding the data, as well as Dr. Katherine Hustad, Mrs. Glenda Kent, Dr. David McNaughton, and Dr. Carol Miller for their assistance and suggestions throughout the duration of this project.
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2003/6
Y1 - 2003/6
N2 - 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.
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.
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U2 - 10.1080/0743461031000112043
DO - 10.1080/0743461031000112043
M3 - Article
AN - SCOPUS:0038514863
SN - 0743-4618
VL - 19
SP - 104
EP - 124
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
IS - 2
ER -