A scoping review of AAC research conducted in segregated school settings.
Res Dev Disabil
; 120: 104141, 2022 Jan.
Article
em En
| MEDLINE
| ID: mdl-34875549
ABSTRACT
BACKGROUND:
School education for children with severe disabilities tends to occur in restricted or segregated settings, especially for students who require augmentative and alternative communication (AAC).AIM:
We sought to understand the role played by AAC, especially in supporting students' academic learning and social participation in studies conducted in segregated school settings.METHODS:
We conducted a scoping review, searching five databases, supplemented by hand, ancestral and forward citation searches of studies published from 2000 to 2020 involving compulsory school-aged students and featuring AAC. Data were extracted and summarized regarding study and participant characteristics, and key findings.RESULT:
Our search yielded 141 studies conducted in a segregated setting (n = 129) or mixed settings (n = 12). Most studies focused on communication skills (n = 69); academic skills (n = 27) and social participation (n = 17) were addressed to a far lesser extent.CONCLUSIONS:
Research into students requiring or using AAC has focused on teaching communication skills and far less on academic learning and social activities of classrooms and schools. There is a need for research that extends beyond functional communication into how AAC can promote access to these key aspects of school education.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Auxiliares de Comunicação para Pessoas com Deficiência
/
Transtornos da Comunicação
Tipo de estudo:
Systematic_reviews
Limite:
Child
/
Humans
Idioma:
En
Revista:
Res Dev Disabil
Ano de publicação:
2022
Tipo de documento:
Article