Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries

被引：19
作者：
Muttiah, Nimisha A. [1 ]
Mcnaughton, David [2 ]
Drager, Kathryn D. R. [1 ]
机构：
[1] Penn State Univ, Commun Sci & Disorders, 308 Ford Bldg, University Pk, PA 16802 USA
[2] Penn State Univ, Educ Psychol Counseling & Special Educ, State Coll, PA USA
来源：
INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY | 2016年 / 18卷 / 04期
关键词：
Augmentative and alternative communication; training; communication partner; low-resource community; adult learning; developing country; COMMUNICATION DISABILITIES; WORLD REPORT; ALTERNATIVE COMMUNICATION; PEOPLE; INTERVENTION; CHILDREN; NEEDS; PERCEPTIONS; PROVISION; IMPROVE;
D O I：
10.3109/17549507.2015.1101154
中图分类号：
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号：
100104 ; 100213 ;
摘要：
Purpose: The majority of individuals with disabilities live in low- and middle-income (LAMI) countries; typically these individuals receive limited, if any, communication rehabilitation services. The present study investigated the experiences of eight augmentative and alternative communication (AAC) professionals who had provided instructional support for AAC service delivery in LAMI countries. Method: An online focus group was used to explore the training experiences of eight AAC professionals. Result: A thematic analysis of the focus group discussion resulted in four major recommendations when providing training for AAC service delivery in LAMI countries: (a) investigate learner needs, (b) provide contextually relevant instructional content, (c) use engaging instructional activities and (d) assess the impacts of instructional activities. Conclusion: The instructional recommendations of the focus group participants are discussed within a theoretical framework of recommended best practices in supporting adult learning. The information shared by the focus group participants will benefit others providing instructional support for AAC service delivery in LAMI countries.
引用
收藏
页码：341 / 353
页数：13
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