School Staff Perspectives on Using Augmentative and Alternative Communication with Students with Severe or Profound Intellectual and Multiple Disabilities
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| Title: | School Staff Perspectives on Using Augmentative and Alternative Communication with Students with Severe or Profound Intellectual and Multiple Disabilities |
|---|---|
| Language: | English |
| Authors: | Anna Rensfeldt Flink (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2025 25(3):500-513. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, School Personnel, Attitudes, Augmentative and Alternative Communication, Severe Disabilities, Students with Disabilities, Severe Intellectual Disability, Multiple Disabilities, Incidence, Educational Attainment, Cooperation, Stakeholders |
| Geographic Terms: | Sweden |
| DOI: | 10.1111/1471-3802.12742 |
| ISSN: | 1471-3802 |
| Abstract: | This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study's respondents consisted of school staff who worked with students with severe or profound intellectual and multiple disabilities (S/PIMD) in Swedish schools. Results showed that almost all staff reported using AAC with students at least half of the time. The frequency of AAC use did not seem to differ between staff with different educational backgrounds, apart from teachers/special educators appearing slightly more inclined to use AAC in planned classroom activities when compared to staff with other educational backgrounds. The results also corroborate previous research stating that collaboration between stakeholders (such as school, family and the habilitation services) is fundamental to successful AAC implementation but that there are challenges when establishing efficient collaborations between stakeholders. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476578 |
| Database: | ERIC |
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| Abstract: | This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in parallel and then integrated and compared in the discussion and conclusion section of the paper. The study's respondents consisted of school staff who worked with students with severe or profound intellectual and multiple disabilities (S/PIMD) in Swedish schools. Results showed that almost all staff reported using AAC with students at least half of the time. The frequency of AAC use did not seem to differ between staff with different educational backgrounds, apart from teachers/special educators appearing slightly more inclined to use AAC in planned classroom activities when compared to staff with other educational backgrounds. The results also corroborate previous research stating that collaboration between stakeholders (such as school, family and the habilitation services) is fundamental to successful AAC implementation but that there are challenges when establishing efficient collaborations between stakeholders. |
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| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.12742 |
