Article

Despite the importance of communication for educational participation,
researchers have observed low frequencies of communication between teachers and
students with multiple and severe disabilities (MSD). Little is known about
reasons for these low frequencies. This article explores the literature to
develop a new research agenda for approaching this issue. Selected
studies were reviewed, including qualitative studies involving teachers of
students who use augmentative and alternative communication (AAC) in mainstream
classrooms. RESULTS: Teachers identified a broad range of issues that influence
their ability to educate students who use AAC or demonstrate other significant
communication needs. These factors include teachers' attitudes, perceptions and
beliefs and broader contextual factors, such as administrative support at the
institutional level. However, to date, there has been little research with
teachers of students with MSD about factors influencing communication with their
students. CONCLUSIONS: A broad range of potential factors may impact upon
teachers' ability to communicate with their students. Further research involving
teachers of students with MSD is needed to explore the range of potential factors
influencing low frequencies of communication. This research may contribute to an
understanding of how best to support teachers to enhance communication access for
students with MSD in the classroom.
/ Communication Alternative et Améliorée CAA

Langue : ANGLAIS