By: Rita L. Bailey, Julie B. Stoner, Howard P. Parette, Jr., and Maureen E. Angell
Abstract: This study provided an in-depth view of augmentative and alternative (AAC) team member’s perceptions of AAC device use with older students. Six special education teachers and one speech-language pathologist (SLP) who worked as members of an AAC team were interviewed to determine their perceptions of AAC use in junior high and high school settings. Results of qualitative analysis yielded a variety of common themes which were classified into four primary response categories: Student Communicative Competence, Barriers of AAC Use, Instructional Benefits of AAC Use, and Facilitators of AAC Use. Results may help professionals establish effective AAC teaming practices.
Abstract: This study provided an in-depth view of augmentative and alternative (AAC) team member’s perceptions of AAC device use with older students. Six special education teachers and one speech-language pathologist (SLP) who worked as members of an AAC team were interviewed to determine their perceptions of AAC use in junior high and high school settings. Results of qualitative analysis yielded a variety of common themes which were classified into four primary response categories: Student Communicative Competence, Barriers of AAC Use, Instructional Benefits of AAC Use, and Facilitators of AAC Use. Results may help professionals establish effective AAC teaming practices.