Young Adult Books: Helping to Prepare Teachers for Augmentative Alternative CommunicationReport as inadecuate

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International Journal of Special Education, v31 n2 2016

Many educators have reported limited education in their training or preparation programs on assistive technology and communication devices. The present study reported on action research conducted in this area using book study groups. Participants included graduate students enrolled in a face-to-face course required within their special education teacher preparation program. Qualitative data were collected via participants' reading reflections and indicated that use of young adult literature facilitated constructing new knowledge regarding disabilities, assistive technology, and augmentative alternative communication devices and builds on their reflective practices. Furthermore, these future special educators may extend use of the book study with K-12 students.

Descriptors: Reading Materials, Graduate Students, Special Education Teachers, Teacher Education Programs, Qualitative Research, Disabilities, Assistive Technology, Augmentative and Alternative Communication, Teaching Methods, Fiction, Books, Literature, Journal Writing, Group Discussion, Action Research

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:

Author: Donne, Vicki


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