Evaluating an AAC training for special education teachers in Sri Lanka,a low- and middle-income country
| Autor: | Kathryn D. R. Drager, Nimisha Muttiah, David McNaughton, Nadini Perera |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Adult
Male Adolescent Developing country Special education Training (civil) Communication Aids for Disabled Young Adult Speech and Hearing Professional Competence ComputingMilieux_COMPUTERSANDEDUCATION Humans 0501 psychology and cognitive sciences Developing Countries Augmentative Sri Lanka Medical education 05 social sciences Rehabilitation 050301 education Interrupted Time Series Analysis Teacher Training Middle Aged Augmentative and alternative communication Low and middle income countries Education Special Communication Disorders Female School Teachers Low and middle income Sri lanka Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Augmentative and Alternative Communication. 34:276-287 |
| ISSN: | 1477-3848 0743-4618 |
| DOI: | 10.1080/07434618.2018.1512651 |
| Popis: | A majority of people with disabilities live in low- and middle-income countries where communication services for individuals with complex communication needs are scarce. It is essential that communication partners of individuals who have complex communication needs receive training to support communication. To address this issue, the current study evaluated an augmentative and alternative communication training for special education teachers living in a low- and middle-income country, Sri Lanka. The training was based on four key practices identified when training in low- and middle-income countries: investigate learner needs, provide contextually relevant instructional content, use engaging instructional activities, and assess the impact of instructional activities. This investigation implemented an interrupted time-series design with nine teacher–student dyads. Special education teachers were taught to provide evocative communication opportunities. Following the training, all nine special education teachers significantly increased the number of evocative communication opportunities provided to students with complex communication needs. Additionally, all nine students with complex communication needs significantly increased their number of communication turns. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|