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Awareness of Special School Teachers on the Augmentative and Alternative Communication System

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(2), pp.363-396
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Han Kyung-Im 1 Ki Min Kim 1 권요한 1 Daeyoung Jung 1 Jinsook Shin 1

1창원대학교

Accredited

ABSTRACT

The purpose of this study was to investigate the awareness of specialschool teachers on the augmentative and alternative communication(AAC)system. The analysis subjects of this research were 765 special school teachers. They were selected from different regions involving Seoul, large cities andprovinces. The results of the study were as follows. First, special education teachers scarcely used AAC because theyrecognized the requirement and effectiveness of AAC but did not knowabout clear intervention method. They just thought AAC as assistive meansfor communication but they did not have awareness about the effectivenessof AAC on the speech development, cognitive development and improvementof problem behavior. Second, special education teachers thought the efficiency and handinessof AAC and the abilities of students including cognition, receptive languageability, visual perception as the important factors as well as hindrance factorsfor AAC intervention. Third, as the improvement strategies for AAC intervention, special education teachers suggested financial support of government for various AAC aidsdevelopment based on the individual features of students and systematicalfield training program for understanding change of teachers and parents.

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