The effects on education at special schools for the intellectual handicapped by using augmentative and alternated communication.

1.通过问卷调查发现，在我的指导下，智障学校教师对AAC的认识有所提高，教学方法有所改进，并尝试在课堂上使用AAC。当教师将AAC引入课堂时，他们试图发展他们的非语言指令，评估学生的接受性语言和表达性语言，并为自闭症学生提供视觉支持。一位智残学校的教师，在她的一位患有唐氏症的选择性缄默症的国中学生身上，使用了PIC。当老师为学生介绍PIC时，他的压力和脾气都减少了。一所智障特殊学校的老师为她的高中学生介绍图形符号，因为她的学生不会 ...更多信息 他的工作是自发的。结果显示，他能理解自己的时间表，自发地完成工作，并增加了他的语言行为。一位智障学校的老师为她的自闭症年级学生使用了“巨无霸”。这是她第一次与AAC合作。当她的学生改善了她与巨无霸的沟通时，她觉得这很有用。然而，当她试图与其他不懂AAC的老师一起使用时，她感到很困难。一位智障学校的老师为她的高中自闭症学生开发了一种新的移动的电话通信系统。移动的电话是一个非常小的，有用的通信援助的挑战。在这种情况下，我们只是将其用作通信辅助设备，而不是电话。这使得一位患有自闭症的年轻女性能够通过向我们展示她在手机上选择的单词和短语来流利地与我们交流，或者她可以用手机写单词或句子。我们可以很容易地理解她移动的手机液晶显示屏上的信息。这是相对困难的显示给她的沟通伙伴，因为她也有自闭症;然而，她很快就学会了。在一个人输入单词后，向他展示手机比在使用平假名板进行交流时必须遵循输入过程更容易。我们注意到，一旦她开始使用手机作为交流工具，她就少发脾气，变得更平静。她也喜欢在空闲时间用手机听音乐。少

1. The results of a questionnaire on AAC.I found good effects on education among the teachers at special schools for the intellectual handicapped, for example, they have increased knowledge of AAC, they have improved teaching method, and they have tried to use AAC at their classes after I supervised them. When the teachers introduced AAC for their classes, they tried to develop their nonverbal instructions, assessment of receptive language and expressive language of their students, and visual supports for their students with autism.2. The joint research on AAC with the teachers at the special schools for intellectual handicapped.A teacher at a special school for the intellectual handicapped used PIC for her junior-high student with Down's syndrome who was selective mutism. When the teacher introduced PIC for the student, his stress and tantrum was reduced.A teacher at a special school for the intellectual handicapped introduce graphic symbols for her high school student who did not do … More his work spontaneously. The result showed that he could understand his schedule, do his work spontaneously, and increase his speech behaviors.A teacher at a special school for the intellectual handicapped used "Big Mac" for her grader with autism. She worked with AAC for the first time. She felt it useful when her student improved her communication with Big Mac. She, however, felt difficulty when she tried to use it with other teachers who did not understand AAC.A teacher at a special school for the intellectual handicapped developed new communication system with a mobile phone for her high school student with mute autism. A mobile phone is a very small, useful communication aid for the challenged. In this case, we simply used one as a communication aid, and not as a telephone. This enabled a young woman with autism to communicate with us fluently by showing us words and phrases she chose on her cell phone, or she could write words or sentences using the phone. We could easily understand her messages on the liquid-crystal display of her mobile phone. It was relatively difficult to show the display to her communication partner because she also has autism; however, she learned it quickly. It was easier to show the cell phone to a person after she input words than to have to follow the input process when communicating using a board with hiragana. We noted that she had fewer tantrums and became calmer once she started using the cell phone as a communication aid. She also enjoyed listening to music with her cell phone during her free time. Less