探索课堂因素以及在定性访谈中使用增强型和替代性沟通
Emily D Quinn1, Kristi Atkins1, Alexandria Cook1
1Department of Pediatrics, Institute on Development and Disability, Oregon Health and Science University, Portland.
American journal of speech-language pathology
|July 25, 2023
概括
课堂环境对增强型和替代性沟通 (AAC) 的使用有重大影响. 诸如教师培训,行政支持和课堂需求等因素影响了AAC对幼儿的采用.
科学领域:
- 幼儿教育 儿童早期教育
- 特殊教育 特殊教育
- 语音语言病理学 语言病理学
背景情况:
- 增强型和替代性沟通 (AAC) 对有沟通障碍的儿童至关重要.
- 了解课堂上下文因素对于有效实施AAC至关重要.
研究的目的:
- 探索在幼儿环境中影响AAC使用的课堂上下文因素.
- 从教育工作者的角度识别AAC实施的障碍和促进者.
主要方法:
- 使用半结构面试对特殊教育教师和语音语言病理学家 (SLP) 进行定性研究.
- 使用常数比较方法的诱导性分析,并对主题识别进行成员检查.
主要成果:
- 七个主题出现,分为个人,课堂或学校层面的因素.
- 个人因素:无法使用的AAC系统,有限的专业知识,破坏性行为.
- 课堂要求,学校文化,团队协作和行政支持显著影响了AAC的使用.
结论:
- 合作团队,积极的学校文化和行政支持促进了AAC的采用.
- 课堂需求和个性化的AAC系统带来了实施挑战.
- 解决系统和个体因素是AAC成功整合的关键.
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