"Please listen, it's my turn": Instructional approaches, curricula and contexts for supporting communication and increasing access to inclusion

Journal of Intellectual and Developmental Disability

Volumn 32, Issue 4, 2007, Pages 263-278

  Myers, Chloé ^a  

^a WESTERN OREGON UNIVERSITY   (United States)

Author keywords

AAC; Augmentative and alternative communication; Children; Communication; Inclusion; Intervention

Indexed keywords

ARTICLE; CASE REPORT; CASE STUDY; CHILD; CLINICAL ASSESSMENT; CLINICAL TRIAL; CURRICULUM; DEVELOPMENTAL DISORDER; ELEMENTARY STUDENT; FEMALE; FOLLOW UP; HEALTH PROGRAM; HUMAN; INTERPERSONAL COMMUNICATION; INTERVENTION STUDY; LANGUAGE; MALE; MODEL; PERSONAL EXPERIENCE; PRIMARY SCHOOL; READING; SKILL; SPEECH DISORDER; STAFF; SUMMER; TASK PERFORMANCE; TECHNOLOGY;

BEHAVIOR THERAPY; CHILD; CHILD, PRESCHOOL; COMMUNICATION AIDS FOR DISABLED; COMMUNICATION METHODS, TOTAL; COMPREHENSIVE HEALTH CARE; DEVELOPMENTAL DISABILITIES; EARLY INTERVENTION (EDUCATION); EDUCATION, SPECIAL; FEMALE; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; MAINSTREAMING (EDUCATION); MALE; MENTAL RETARDATION; PATIENT CARE TEAM; READING; REINFORCEMENT, VERBAL; SPEECH DISORDERS; WRITING;

EID: 36749091240     PISSN: 13668250     EISSN: 14699532     Source Type: Journal    
DOI: 10.1080/13668250701693910     Document Type: Article

References (60)

1. Anholt, C., & Anholt, L. (1991). All About You. New York: Scholastic.
2. Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Boynton/Cook.
3. Barudin, S., & Hourcade, J. (1990). Relative effectiveness of the three methods of reading instruction in developing specific recall and transfer skills in learners with moderate and severe retardation. Education and Training in Mental Retardation, 25(3), 286-291.
4. Beukelman, D., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.
5. Blischak, D. M. (1994). Phonologic awareness: Implications for individuals with little or no functional speech. Augmentative and Alternative Communication, 10, 245-254.
6. Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30(3), 419-421.
7. Calculator, S., & Dollaghan, C. (1982). The use of communication boards in a residential setting: An evaluation. Journal of Speech and Hearing Disorders, 47, 281-287.
8. Calculator, S., & Luchko, C. (1983). Evaluating the effectiveness of a communication board training program. Journal of Speech and Hearing Disorders, 48, 185-191.
9. Clark, M. (1976). Young fluent readers: What can they teach us? London: Heinemann.
10. Cunningham, P. M., & Allington, R. L. (2003). Classrooms that work: They can ALL read and write (3rd ed.). Boston: Allyn & Bacon.
11. Durkin, D. (1966). Children who read early: Two longitudinal studies. New York: Teachers' College Press.
12. Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19-36.
13. Erickson, K. A. (2000). All children are ready to learn: An emergent versus readiness perspective in early literacy assessment. Seminars in Speech and Language, 21(3), 193-203.
14. Erickson, K. (2003). Reading development in AAC. Perspectives on Augmentative and Alternative Communication, 12, 8-10.
15. Fey, M. (1986). Language intervention with young children. San Diego, CA: College-Hill Press.
16. Foley, B. E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders, 13(2), 16-32.
17. Foley, B. E., & Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication, 15, 156-173.
18. Fried-Oken, M., & Bersani, H. A., Jr. (2000). Speaking up and spelling it out: Personal essays on augmentative and alternative communication. Baltimore: Paul H. Brookes Publishing Co.
19. Fry, D. (1985). Children talk about books: Seeing themselves as readers. Milton Keynes: Oxford University Press.
20. Giangreco, M. F. (2000). Related services research for students with low-incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in Schools, 31, 230-239.
21. Glennen, S. L., & DeCoste, D. C. (1997). The handbook of augmentative and alternative communication. San Diego, CA: Singular Publishing Group.
22. Goldbart, J., & Marshall, J. (2004). "Pushes and pulls" on the parents of children who use AAC. Augmentative and Alternative Communication, 20(4), 194-208.
23. Goodman, K. (1965). A linguistic study of cues and miscues in reading. Elementary English, 6, 126-135.
24. Goosens, C., Crain, S., & Elder, P. (1992). Engineering the preschool environment for interactive, symbolic communication. Birmingham, AL: Southeast Augmentative Communication Conference Publications.
25. Goswami, U., & Bryant, P. (1990). Phonological skills in learning to read. Hove: Lawrence Erlbaum Associates.
26. Harris, D. (1982). Communicative interaction processes involving nonvocal physically handicapped children. Topics in Language Disorders, 2(2), 21-37.
27. Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
28. Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton Scholastic.
29. Hoogeveen, F., Smeets, P., & Van der Houven, J. (1987). Establishing letter-sound correspondences in children classified as trainable mentally retarded. Education and Training in Mental Retardation, 22, 77-84.
30. Kent-Walsh, J., & Light, J. (2003). General education teachers' experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19(2), 104-124.
31. King-Debaun, P. (1996, January). Babes in Bookland. Paper delivered at the 5th Symposium on Literacy and Developmental Disabilities, Durham, NC, USA.
32. Koppenhaver, D. (1995, October). The ABCs in AAC for SLPs. What's happening in assistive technology today? What you need to know about the technology and treatment issues in augmentative/alternative communication (AAC). Paper presented at ASHA Teleseminar, USA.
33. Koppenhaver, D., Coleman, P., Kalman, S., & Yoder, D. (1991). The implications of emergent literacy research for children with developmental disabilities. American Journal of Speech-Language Pathology, 1(1), 38-44.
34. Koppenhaver, D., & Yoder, D. (1990, August). Classroom interaction, literacy acquisition, and non-speaking children with physical impairments. Paper presented at the biennial meeting of the International Society for Augmentative and Alternative Communication, Stockholm, Sweden.
35. Koppenhaver, D., & Yoder, D. (1993). Classroom instruction for children with severe speech and physical impairments: What is and what might be. Topics in Language Disorders, 13(2), 1-15.
36. Light, J. C., Beukelman, D. R., & Reichle, J. (Eds.). (2003). Communicative competence for individuals who use AAC: From research to effective practice. Baltimore: Paul H. Brookes Publishing Co.
37. Light, J., Binger, C., & Kelford Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10, 255-268.
38. Light, J., Collier, B., & Parnes, P. (1985a). Communicative interaction between young nonspeaking physically disabled children and their caregivers: Part I - Discourse patterns. Augmentative and Alternative Communication, 1, 74-83.
39. Light, J., Collier, B., & Parnes, P. (1985b). Communicative interaction between young nonspeaking physically disabled children and their caregivers: Part 2 - Communicative function. Augmentative and Alternative Communication, 1, 98-107.
40. Light, J., Collier, B., & Parnes, P. (1985c). Communicative interaction between young nonspeaking physically disabled children and their primary caregivers: Part 3 - Modes of communication. Augmentative and Alternative Communication, 1, 125-133.
41. Light, J., & Kelford Smith, A. (1993). The home literacy experiences of preschoolers who use AAC systems and of their non-disabled peers. Augmentative and Alternative Communication, 9, 10-25.
42. Light, J., & Kent-Walsh, J. (2003). Fostering emergent literacy for children who require AAC. ASHA Leader, 8(10), 4-5.
43. McNaughton, S. (1993). Graphic representational systems and literacy learning. Topics in Language Disorders, 13(2), 58-75.
44. Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage Publications, Inc.
45. Mike, D. (1995). Literacy and cerebral palsy: Factors influencing literacy learning in a self-contained setting. Journal of Literacy Research, 27, 627-642.
46. Millar, D. C., Light, J. C., & McNaughton, D. B. (2004). The effect of direct instruction and writer's workshop on the early writing skills of children who use augmentative and alternative communication. Augmentative and Alternative Communication, 20(3), 164-178.
47. Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
48. Morrow, L. M. (2005). Literacy development in the early years: Helping children read and write (5th ed.). Boston: Allyn & Bacon.
49. Müller, E., & Soto, G. (2002). Conversation patterns of three adults using aided speech: Variations across partners. Augmentative and Alternative Communication, 18, 77-90.
50. Pierce, P., & McWilliam, P. (1993). Emerging literacy and children with severe speech and physical impairments (SSPI): Issues and possible intervention strategies. Topics in Language Disorders, 13, 47-57.
51. Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented means. Baltimore: Paul H. Brookes Publishing Co.
52. Rosenblatt, L. (1989). Writing and reading: The transactional theory. In J. M. Mason (Ed.), Reading and writing connections (pp. 153-176). Boston: Allyn & Bacon.
53. Rumelhart, D. (1976). Toward an interactive model of reading. Technical Report 56, San Diego Center for Human Information Processing, University of California at San Diego.
54. Sturm, J. M. (2002). Improving literacy technologies for schoolage children with severe physical impairments. Perspectives on Augmentative and Alternative Communication, 11, 12-14.
55. Sturm, J. M. (2003). Writing in AAC. ASHA Leader, 8(16), 8-9, 26-27.
56. Sturm, J. M. (2005). Literacy development of children who use AAC. In D. R. Beukelman, & P. Mirenda (Eds.), Augmentative and alternative communication: Supporting children and adults with complex communication needs (3rd ed., pp. 351-390). Baltimore: Paul H. Brookes.
57. Sturm, J. M., & Clendon, S. A. (2004). AAC, language, and literacy: Fostering the relationship. Topics in Language Disorders, 24(1), 76-91.
58. Tizard, J., Schofield, W., & Hewison, J. (1982). Collaboration between teachers and parents in assisting children's reading. British Journal of Educational Psychology, 52, 1-15.
59. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass: Harvard University Press.
60. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. London: Hodder & Stoughton.