Enhancing augmentative and alternative communication engagement through dual language learning strategies and home-school collaboration : a thesis presented in partial fulfilment of the requirements of the degree of Master in Speech Language Therapy, Massey University, Albany, New Zealand
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Date
2021
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Massey University
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Abstract
Many children who use Augmentative and Alternative Communication (AAC) are dual language learners who require a sociocultural approach to intervention. The sociocultural approach focuses on the importance of integrating first language (L1) vocabulary into AAC systems so that children can participate in all language contexts. Service delivery that occurs in natural contexts supported by a collaborative and culturally responsive team is essential. To date, few studies have been reported in which AAC teams have made provision to meet dual language needs. The current study used a case study approach to explore the effects of home-school collaboration on provision of dual language intervention for a child who uses AAC. The study occurred in a New Zealand primary school context, where approximately 80% of students are dual language learners. The research used an Inquiry approach following the stages of Assess, Plan, Act, and Reflect. Target L1 vocabulary identified by the child’s father was programmed into the child’s AAC system. Data was collected through interviews, observations, case notes, video recordings, and school documentation. Thematic analysis identified effects on the child’s communication clarity in using L1 vocabulary, and increased engagement with peers. For the collaborative team, themes included increased AAC implementation across settings, and growth in shared understanding. Findings support the strong recommendation in the literature of working collaboratively with parents to integrate L1 in AAC systems.