Strategies for assessing severely multihandicapped children for augmentative and alternative communication

ABSTRACT

This paper is designed to present strategies for assessing cognitive, perceptual, sensory and motor functions and symbol and modality preferences relative to preparation for augmentative communication programming with severely multihandicapped children. Suggested treatment strategies are provided for each of the domains addressed.     

Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs

Storybook‐reading interactions are a critical component of emergent literacy, contributing to later development of conventional literacy skills. Children with augmentative and alternative communication (AAC) needs must be provided with appropriate vocabulary to actively participate in storybook interactions in a manner similar to that of their typically developing peers. This study examined vocabulary used by typically developing kindergartners while being read a storybook. Words used by the kindergartners were compared to vocabulary on premade, commercially available storybook communication displays marketed for individuals with AAC needs. Results revealed that vocabulary on commercially available communication displays did not include the words used most frequently by the kindergartners. Results suggest that practitioners who use commercially available communication displays may need to modify the materials to provide children with AAC needs sufficient vocabulary to enhance their participation during storybook‐reading interactions. © 2010 Wiley Periodicals, Inc.     

Assisting children and families who use augmentative and alternative communication (AAC) devices: Best practices for school psychologists

In developing individual education plans for children who need assistive technology devices, school psychologists will increasingly be called upon to assist in the decision making process regarding electronic augmentative and alternative communication (AAC) devices. A thorough assessment is required to select a device that is most appropriate for the child and their family. Assessment factors which must be considered within five domains (child, AAC device, service system, family, culture) are reviewed. A self-checklist is provided to help school psychologists develop and conduct thorough “best practice” assessments for the target population. © 1997 John Wiley & Sons, Inc.     

Facilitating communication between education and health services: the provision for children with speech and language needs

In this article, James Law, Marie Gascoigne and Nina Soloff, of the Department of Language and Communication Science at City University, London; Geoff Lindsay and Sue Band, of the Institute of Education, University of Warwick; and Nick Peacey and Julie Radford, of the Institute of Education, University of London, explore provision for children with speech and language needs. The authors report the outcomes of Government-funded research into the provision of speech and language therapy services and identify 13 key themes which emerge from a review of these findings. They proceed to make a series of important and challenging recommendations, many of which focus on the need for enhanced collaboration at a range of levels.     

Education for the other: policy and provision for Muslim children in the UK and Swedish education systems

The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.     

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.     

Evaluating a method for eliciting children's voice about educational support with children with speech,language and communication needs

This article reports the development and evaluation of a toolkit‐based approach to eliciting children's experiences of educational support, where the children in question experience speech and communication needs. The ‘Your Voice Your Choice’ approach was evaluated using a cross‐case analysis methodology, which represents a novel approach to critical examination of the effectiveness of such resources. We explored seven case studies within a critical realist framework. We found that the toolkit was effective at supporting most (although not all) of the children with speech and communication needs to explore their school learning and support experiences through a scaffolded emotion‐based ‘dialogue’, which was corroborated by observations and other data sources. The toolkit facilitated access to children's voice as they revealed how they felt across a number of relational, learning and support areas, which could be used by services to focus provision and consider how to better support children's social and emotional needs.     

Speech and language therapy support for pupils with behavioural, emotional and social difficulties (BESD) – a pilot project

Current research highlights the prevalence of potentially undetected communication difficulties, often associated with major difficulties in literacy and learning, among pupils identified as having behavioural, emotional and social difficulties (BESD). In this article, Sarah Heneker, who is a speech and language therapist working mainly with adults with learning disabilities in a Primary Care Trust in Surrey, reports on a pilot project that provided speech and language therapy to a group of pupils in a pupil referral unit (PRU). The research involved formal assessment of 11 pupils aged between five and 11 years. These assessments confirmed that ten out of the 11 pupils experienced some degree of difficulty in communication. Six of these pupils, whose significant difficulties warranted the intervention, were offered speech and language therapy for one term. All these pupils made progress in the areas targeted for intervention and gained confidence generally in their communication. The pupils who worked on word knowledge made the greatest measurable progress. Sarah Heneker reports on these and other benefits to the pupils involved and reveals that the success of her pilot project has led directly to a sustained programme of speech and language therapy input for the pupils in this PRU. This may be a response that education providers in other localities will wish to emulate.     

Developing professional learning for staff working with children with speech,language and communication needs combined with moderate‐to‐severe learning difficulties

This article presents research undertaken as part of a PhD by Carolyn Anderson who is a senior lecturer on the BSc (Hons) in Speech and Language Pathology at the University of Strathclyde. The study explores the professional learning experiences of 49 teachers working in eight schools and units for children with additional support needs in Scotland. In particular, she examines the professional learning experiences of teachers working with children with speech, language and communication needs (SLCN) combined with moderate‐to‐severe learning difficulties. While the teachers under study predominantly engaged with informal professional learning, she observes that they often expressed a lack of confidence in this form of professional development, tending to value formal learning regardless of impact. In response she raises a number of important questions about the role of Initial Teacher and Postgraduate Education and the ways in which schools understand reflective practice.     

Communicating with parents of children with special needs in Saudi Arabia: parents' and teachers' perceptions of using email for regular and ongoing communication

The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural performance at school of pupils with special needs. Survey research was utilised to measure parents' and teachers' perceptions of using email in Riyadh City in Saudi Arabia. The survey was distributed to 261 participants: 104 parents of preschool or primary school pupils with special needs and 157 special education teachers. The results indicated that in terms of attitudes and beliefs about using email, the majority of parents (78%, n = 81) and teachers (77%, n = 121) had a positive attitude toward using email to increase involvement and engagement between parents and teachers. Although email communication in the USA and Western Europe is quite widespread, the prospect of using technology for parental involvement is a new concept to many Saudi parents. Results indicate that both Saudi and non‐Saudi parents and teachers would be willing to use email as the primary tool for communication between home and school.