新兴沟通者的可访问识字 (ALEC):一个拟议的模型和与自闭症谱系儿童的案例应用
Tim DeLuca1, Alyssa Boucher2, Christine Holyfield3
1MGH Institute of Health Professions.
Perspectives of the ASHA special interest groups
|June 26, 2025
概括
可以为具有发展障碍的儿童创造可访问的识字机会,这些儿童是新兴的沟通者. 新兴沟通者可访问的识字 (ALEC) 模型使用学习的通用设计 (UDL) 来提高参与和识字技能.
科学领域:
- 语音和语言病理学 语言病理学
- 特殊教育 特殊教育
- 发展心理学 发展心理学
背景情况:
- 识字学习对所有儿童至关重要.
- 传统的识字教学方法往往无法为有发展障碍和新出现的沟通需求的儿童提供.
研究的目的:
- 为新兴沟通者 (ALEC) 提出一个概念模型,为新兴沟通者 (ALEC) 提供可访问的识字,以指导新兴沟通者的识字指导.
- 利用学习的普遍设计 (UDL) 原则,使这一群体能够获得识字.
主要方法:
- ALEC模型将UDL原则应用于使用增强型和替代型通信 (AAC) 的新兴通讯者的识字指导.
- 关键策略包括将识字能力映射到有意义的交互中,使用高意义的表示,并将识字能力嵌入到AAC技术中.
- 该方法在临床上与3名患有自闭症谱系的幼儿进行了探索.
主要成果:
- 临床观察表明,与传统方法相比,在使用UDL原则的识字课程期间,参与者参与度有所提高.
- 最初的数据表明,ALEC模型可以提高对识字学习的参与度.
结论:
- 应用UDL指导方针可以为具有发展障碍的新兴沟通者儿童提供识字学习机会.
- 需要进一步的研究来验证和扩展这些发现.
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