Cathy Binger1, Janice Light. 1. University of New Mexico, Albuquerque, NM 87131, USA. cbinger@unm.edu
Abstract
PURPOSE: The purpose of the investigation was to gather demographic information pertaining to preschoolers who require augmentative and alternative communication (AAC). METHOD: To obtain this information, a survey was developed and then distributed to preschool speech-language pathologists (SLPs) in Pennsylvania. RESULTS: Results indicated that approximately 12% of preschoolers receiving special education services required AAC. These children came from diverse ethnic and racial backgrounds, had a wide variety of disabilities, used a range of AAC systems, and required services from a wide range of educational professionals. IMPLICATIONS: The findings indicate the pressing need for all preschool SLPs to be prepared to provide services for children who require AAC.
PURPOSE: The purpose of the investigation was to gather demographic information pertaining to preschoolers who require augmentative and alternative communication (AAC). METHOD: To obtain this information, a survey was developed and then distributed to preschool speech-language pathologists (SLPs) in Pennsylvania. RESULTS: Results indicated that approximately 12% of preschoolers receiving special education services required AAC. These children came from diverse ethnic and racial backgrounds, had a wide variety of disabilities, used a range of AAC systems, and required services from a wide range of educational professionals. IMPLICATIONS: The findings indicate the pressing need for all preschool SLPs to be prepared to provide services for children who require AAC.
Authors: Kate Anderson; Michelle K Boisvert; Janis Doneski-Nicol; Michelle L Gutmann; Nerissa C Hall; Cynthia Morelock; Richard Steele; Ellen R Cohn Journal: Int J Telerehabil Date: 2012-12-09