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KMID : 0894920150150010019
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Journal of the Korean Association for Persons with Autism
2015 Volume.15 No. 1 p.19 ~ p.44
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Effect of Collaborative AAC support in Inclusive Classroom on Peer Interaction and Class Participation of a Student with Disability
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Kim Kyoung-Yang
Han Seon-Kyoung
Park Eun-Hae
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Abstract
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The purpose of this study was to examine the effect of collaborative AAC(augmentative and alternative communication) support for included elementary student with disability. AAC support was implemented during lunch time, music, and additional individual speech therapy session. Special education professional and the speech-language therapist had worked together during the intervention procedure from initial assessment. Intervention included awareness education about disability and AAC for peers of inclusive classroom, selection and preparation of necessary AAC symbols for class participation, and developing opportunities for using AAC during the class. Pre and Post intervention data were collected via peer ratings and observation. AAC assessment and school environment assessment were done to prepare appropriate intervention. The results showed that positive class participation behavior increased during music and that interaction with peers also increased during lunch time. Especially, initiation behavior of the student with disability had increased. It revealed the importance and effectiveness of collaboration between special educator and speech therapist for AAC intervention as well as AAC as an effective inclusion strategies for students with communication difficulties.
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KEYWORD
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Augmentative and alternative communication(AAC), inclusive classroom, collaborative approach, class participation, peer interaction, inclusive education, speech-language therapist, special educator
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