Selecting AAC Tools and Strategies for Interactions with Teachers and Students at Special Needs School for Children with Intellectual Disabilities
Selecting AAC Tools and Strategies for Interactions with Teachers and Students at Special Needs School for Children with Intellectual Disabilities
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选择 AAC 工具和策略与智障儿童特殊需要学校的师生互动
DOI：
10.1007/978-3-030-25629-6_12
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Tetsuya Hirotomi
中科院分区：
文献类型：
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作者：
Hirofumi Tanabe;Munehiro Ikuta;Yoshifumi Morita;Tetsuya Hirotomi
具有复杂沟通需求的儿童与其伙伴之间的成功沟通往往取决于选择适当的辅助和替代性沟通工具和策略，以适应他们的机会。移动的应用程序是功能强大的AAC工具，用于通过合成语音呈现视觉辅助工具。然而，特殊需要学校的教师有时并不积极使用这些应用程序，即使他们认识到这些应用程序的用处。本研究旨在探讨智障儿童特殊教育学校教师对AAC工具和策略的选择过程。我们开发了STalk 2移动的应用程序，并在STalk 2试用8-11个月结束时进行了非结构化焦点小组访谈。研究结果表明，教师选择AAC工具和策略与学生互动的基础上的通信工具和策略的特点，环境，和/或知识和经验的使用通信工具和策略。
Successful communication between children with complex communication needs and their partners often relies on selecting appropriate augmentative and alternative communication (AAC) tools and strategies to fit their opportunity. Mobile apps are powerful AAC tools for presenting visual aids with synthesized voice. However, special needs school teachers sometimes do not use these apps actively even they recognize the usefulness. The purpose of this study is to examine the teacher’s selection process of AAC tools and strategies at special needs schools for children with intellectual disabilities. We had developed STalk2 mobile app and unstructured focus group interviews were conducted at the end of 8–11 months of STalk2 trial use. The results suggest that teachers select AAC tools and strategies for interaction with their students based on characteristics of communication tools and strategies, environments, and/or knowledge and experience on the use of communication tools and strategies.