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A survey of augmentative and alternative communication used in an inner city special school.

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Title: A survey of augmentative and alternative communication used in an inner city special school.
Authors: Norburn, Katie, Levin, Abigail, Morgan, Sally, Harding, Celia C.Harding@city.ac.uk
Source: British Journal of Special Education. Sep2016, Vol. 43 Issue 3, p289-306. 18p. 5 Charts, 3 Graphs.
Subject Terms: *Urban schools, *Special education, *Urban education, *Education of children with disabilities, *Children, Means of communication for people with disabilities
Abstract: This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A survey of augmentative and alternative communication used in an inner city special school.
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  Data: <searchLink fieldCode="AR" term="%22Norburn%2C+Katie%22">Norburn, Katie</searchLink><br /><searchLink fieldCode="AR" term="%22Levin%2C+Abigail%22">Levin, Abigail</searchLink><br /><searchLink fieldCode="AR" term="%22Morgan%2C+Sally%22">Morgan, Sally</searchLink><br /><searchLink fieldCode="AR" term="%22Harding%2C+Celia%22">Harding, Celia</searchLink><i> C.Harding@city.ac.uk</i>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Special+Education%22">British Journal of Special Education</searchLink>. Sep2016, Vol. 43 Issue 3, p289-306. 18p. 5 Charts, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Urban+schools%22">Urban schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Urban+education%22">Urban education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+children+with+disabilities%22">Education of children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Means+of+communication+for+people+with+disabilities%22">Means of communication for people with disabilities</searchLink>
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  Label: Abstract
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  Data: This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Special Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/1467-8578.12142
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              Text: Sep2016
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