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dc.contributor.authorMcKinnon, Alison Jane
dc.date.accessioned2019-05-16T02:48:51Z
dc.date.available2019-05-16T02:48:51Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10179/14633
dc.description.abstractThe ultimate goal of augmentative and alternative communication (AAC) intervention is to enable students with complex communication needs to participate actively across different settings and to be able to have a voice in decision making relating to their life. This study utilized a case study methodology to identify aspects of team collaboration that supported the successful inclusion of two students who used AAC to communicate in the mainstream classroom. Two school teams supporting students who used AAC were recruited from the researcher’s existing caseload. Multiple methods of data collection including interviews, classroom observations and researcher reflections were used to obtain an in-depth description of participant perspectives. Both barriers and supports for AAC use in the classroom were discussed. The results identified that there are similarities between the perspectives of New Zealand parents and teachers of students who use AAC and those identified in international research. Key findings included: the importance of effective teaming to support these students, the need to allow extra time both for the team to meet and for the provision of in-class support, how technical difficulties with AAC devices can be a barrier to AAC use, and the impact of a positive team attitude for the successful inclusion of these students. The research findings also highlighted student participation in goal-setting as a crucial factor for achieving successful outcomes.en_US
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectChildren with disabilities -- Education -- New Zealanden_US
dc.subjectPeople with disabilities -- Means of communication -- New Zealanden_US
dc.subjectCommunication devices for people with disabilities -- New Zealanden_US
dc.subjectTeachers of children with disabilities -- New Zealanden_US
dc.subjectTeachers' assistants -- New Zealanden_US
dc.subjectInclusive education -- New Zealanden_US
dc.titleTeam collaboration to support students who use augmentative and alternative communication to communicate in inclusive classrooms settings : a thesis presented in fulfillment of the requirements for the degree of Master of Speech Language Therapy, Massey University, Albany, New Zealanden_US
dc.typeThesisen_US
thesis.degree.disciplineSpeech Language Therapyen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Speech Language Therapy (MSpchLangTher)en_US


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