Supporting students with complex communication needs: special education teachers' reflections on their training.

IF 2.1 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Augmentative and Alternative Communication Pub Date : 2025-01-18 DOI:10.1080/07434618.2024.2440764

Miriam C Boesch, M Alexandra Da Fonte, Gillian C Neff, Kaitlyn R Shaw, Liann L Mathew, Jennifer F Lipof

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Abstract

Special education teachers support students with complex communication needs across the day. Yet, evidence suggests that these professionals are entering the field without being fully prepared to support these students by having the knowledge and skill to implement augmentative and alternative communication practices. The lack of preparedness from these professionals creates barriers for students with complex communication needs, their families, and other team members. To gather information from special education teachers' point of view, a nationwide survey was disseminated with the purpose of identifying the most beneficial component of their training to support students with complex communication needs. Five themes were identified from the views of 792 special education teachers, with the most beneficial components of their training consisting of 'access to content,' followed by 'opportunities to practice.' Recommendations, practical implications, and future research directions are discussed.

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支持有复杂交流需求的学生：特殊教育教师培训的思考。

特殊教育教师全天为有复杂交流需求的学生提供支持。然而，有证据表明，这些专业人员在进入该领域时，并没有充分准备好通过掌握实施补充性和替代性沟通实践的知识和技能来支持这些学生。这些专业人员缺乏准备，给有复杂沟通需求的学生、他们的家人和其他团队成员造成了障碍。为了从特殊教育教师的角度收集信息，在全国范围内进行了一项调查，目的是确定他们的培训中最有益的部分，以支持有复杂沟通需求的学生。从792名特殊教育教师的观点中确定了五个主题，他们的培训中最有益的部分是“获取内容”，其次是“实践机会”。讨论了建议、现实意义和未来的研究方向。

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来源期刊

Augmentative and Alternative Communication AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-

CiteScore

2.80

自引率

15.00%

发文量

审稿时长

>12 weeks

期刊介绍： As the official journal of the International Society for Augmentative and Alternative Communication (ISAAC), Augmentative and Alternative Communication (AAC) publishes scientific articles related to the field of augmentative and alternative communication (AAC) that report research concerning assessment, treatment, rehabilitation, and education of people who use or have the potential to use AAC systems; or that discuss theory, technology, and systems development relevant to AAC. The broad range of topic included in the Journal reflects the development of this field internationally. Manuscripts submitted to AAC should fall within one of the following categories, AND MUST COMPLY with associated page maximums listed on page 3 of the Manuscript Preparation Guide. Research articles (full peer review), These manuscripts report the results of original empirical research, including studies using qualitative and quantitative methodologies, with both group and single-case experimental research designs (e.g, Binger et al., 2008; Petroi et al., 2014). Technical, research, and intervention notes (full peer review): These are brief manuscripts that address methodological, statistical, technical, or clinical issues or innovations that are of relevance to the AAC community and are designed to bring the research community’s attention to areas that have been minimally or poorly researched in the past (e.g., research note: Thunberg et al., 2016; intervention notes: Laubscher et al., 2019).