Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities
Bibliographic Data
| ID | 12578235 |
|---|---|
| Authors | Stephen N Calculator (University of New Hampshire, corresponding author) |
| Year | 2008 |
| Volume | 13 |
| Issue | 1 |
| Pages | 93-113 |
| Publication date | 2008-05-12 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603110701284656 |
| OpenAlex | W2035880051 |
| Language | EN |
| Citations received | 7 |
| References cited | 26 |
This paper examines the role of augmentative and alternative communication (AAC) in fostering the successful inclusion of students with the most severe disabilities in general education. Best practices in AAC are identified and multiple examples of their implementation are presented. Particular emphasis is placed on the need to integrate AAC into daily school life as a means of fostering all students’ access to and participation in the general education curriculum. A primary premise is that inclusion must be more than just a place; it must constitute a context in which meaningful learning occurs. It is demonstrated that when administered appropriately, interventions involving uses of AAC can foster students’ access to the general education curriculum and acquisition of skills tailored to their individual and diverse needs
Augmentative and alternative communication · Context (archaeology · Curriculum · Developmental psychology · General education · Inclusion (mineral · Mainstreaming · Mathematics education · Medical education · Multiple disabilities · Pedagogy · Premise · Psychological intervention · Special education · Special needs · Assistive Technology in Communication and Mobility · Autism Spectrum Disorder Research · Family and Disability Support Research · Medicine · Psychology · Social Psychology
Active Listening and Expressive Communication for Children with Hearing Loss Using Getatable Environments for Creativity
Gateways to Friendships among Students who use AAC in Mainstream Primary School
The special education teacher between the priorities of inclusion and specialisation
Meaningful participation in a general education classroom of a student with significant disabilities
The right path of equality’
Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education
Special Education Teachers' Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms
| Unique citing works | 7 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2012 - 2022 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |