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This paper addresses considerations inherent in the augmentative and alternative communication (AAC) decision-making process which are important for teachers and related services personnel who participate on Individualized Education Program (IEP) teams for students with disabilities. Specific dimensions discussed include characteristics of the student needing AAC, AAC device characteristics, school issues, and family and cultural issues. Student characteristics identified which may affect AAC device use include performance levels; age; current devices used, past experiences, and preferences; academic and vocational aspirations; student desire for independence; student training needs; and changes over time. Specific factors related to AAC devices considered are: range and availability of AAC devices, ability to enhance levels of performance, real cost, ease of use, comfort, dependability, transportability, longevity and durability, adaptability, compatibility with other devices, opportunity for hands-on experience, and repair considerations. School issues discussed include costs, outside-school usage of devices, protection from theft and damage, and school personnel training needs. Specific family issues addressed include: changes in activities, routines, and resources; effect on interaction patterns; cultural respect; and independence. Finally, the importance of linkages among these various domains is stressed for good decision-making regarding AAC devices. A checklist of questions provides a guide for AAC decision-making. (Contains 33 references.) (DB)

Descriptors: Augmentative and Alternative Communication, Communication Aids (for Disabled), Communication Disorders, Decision Making, Elementary Secondary Education, Equipment Evaluation, Individualized Education Programs, Selection, Student Characteristics











Autor: Parette, Howard P., Jr.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12029&id=ED394223







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