Citations (54)
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Susheel Joginder Singh & Zhu Li Loo. (2023) The use of augmentative and alternative communication by children with developmental disability in the classroom: a case study. Disability and Rehabilitation: Assistive Technology 18:8, pages 1281-1289.
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Linn Johnels, Simo Vehmas & Jenny Wilder. (2023) Musical interaction with children and young people with severe or profound intellectual and multiple disabilities: a scoping review. International Journal of Developmental Disabilities 69:4, pages 487-504.
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S. Meuser, B. Piskur, P. Hennissen & D. Dolmans. (2023) Targeting the school environment to enable participation: A scoping review. Scandinavian Journal of Occupational Therapy 30:3, pages 298-310.
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Anna Rensfeld Flink, Gunilla Thunberg, Anna Nyman, Malin Broberg & Jakob Åsberg Johnels. (2022) Augmentative and alternative communication with children with severe/profound intellectual and multiple disabilities: speech language pathologists’ clinical practices and reasoning. Disability and Rehabilitation: Assistive Technology 0:0, pages 1-13.
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Sarah Y. Skinner, Jennifer Katz & Vicki F. Knight. (2022) Meaningful participation in a general education classroom of a student with significant disabilities: bridging the fields of occupational therapy and inclusive education. International Journal of Inclusive Education 0:0, pages 1-22.
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Rashed Aldabas. (2021) Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: special education teachers’ perspectives. International Journal of Inclusive Education 25:9, pages 1010-1026.
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Susheel Joginder Singh, Zhi Zhi Diong & Rahayu Mustaffa Kamal. (2020) Malaysian teachers’ experience using augmentative and alternative communication with students. Augmentative and Alternative Communication 36:2, pages 107-117.
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Shyamani Hettiarachchi, Gopi Kitnasamy & Dilani Gopi. (2020) “Now I am a techie too” – parental perceptions of using mobile technology for communication by children with complex communication needs in the Global South. Disability and Rehabilitation: Assistive Technology 15:2, pages 183-194.
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Michelle C. S. Therrien. (2019) Perspectives and experiences of adults who use AAC on making and keeping friends. Augmentative and Alternative Communication 35:3, pages 205-216.
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Michelle Grenier & Pat Yeaton. (2019) Social Thinking Skills and Cooperative Learning for Students with Autism. Journal of Physical Education, Recreation & Dance 90:3, pages 18-21.
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Jørn Østvik, Susan Balandin & Borgunn Ytterhus. (2018) Interactional facilitators and barriers to social relationships between students who use AAC and fellow students. Society, Health & Vulnerability 9:1.
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Paulo Tan & Erna Alant. (2018) Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study. Assistive Technology 30:1, pages 9-15.
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P. Encarnação, T. Leite, C. Nunes, M. Nunes da Ponte, K. Adams, A. Cook, A. Caiado, J. Pereira, G. Piedade & M. Ribeiro. (2017) Using assistive robots to promote inclusive education. Disability and Rehabilitation: Assistive Technology 12:4, pages 352-372.
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Giulia Zanaboni. (2017) Cecilia: A 360-degree occupational therapy approach in the Italian context. World Federation of Occupational Therapists Bulletin 73:1, pages 36-44.
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Kerstin M. Tönsing & Shakila Dada. (2016) Teachers’ perceptions of implementation of aided AAC to support expressive communication in South African special schools: a pilot investigation. Augmentative and Alternative Communication 32:4, pages 282-304.
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Gonda Pickl, Andrea Holzinger & Silvia Kopp-Sixt. (2016) The special education teacher between the priorities of inclusion and specialisation. International Journal of Inclusive Education 20:8, pages 828-843.
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Casey Woodfield & Christine Ashby. (2016) ‘The right path of equality’: supporting high school students with autism who type to communicate. International Journal of Inclusive Education 20:4, pages 435-454.
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Mari Beth Coleman & Elizabeth Stephanie Cramer. (2015) Creating Meaningful Art Experiences with Assistive Technology for Students with Physical, Visual, Severe, and Multiple Disabilities. Art Education 68:2, pages 6-13.
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Janice Light & David McNaughton. (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?. Augmentative and Alternative Communication 30:1, pages 1-18.
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Pat Mirenda. (2014) Revisiting the Mosaic of Supports Required for Including People with Severe Intellectual or Developmental Disabilities in their Communities. Augmentative and Alternative Communication 30:1, pages 19-27.
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Emma L. Friesen, Kate Short, Kate Margetson, Sarah Carman & Elizabeth J. Comino. (2014) From an initial idea to dissemination: a case study of novice practitioner research in South Western Sydney. Journal of Assistive, Rehabilitative & Therapeutic Technologies 2:1.
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R. Michael Barker, Sanae Akaba, Nancy C. Brady & Kathy Thiemann-Bourque. (2013) Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities. Augmentative and Alternative Communication 29:4, pages 334-346.
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Kjetil
Falkenberg Hansen, Christina Dravins & Roberto Bresin. (2012) Active Listening and Expressive Communication for Children with Hearing Loss Using Getatable Environments for Creativity. Journal of New Music Research 41:4, pages 365-375.
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Gonda Pickl. (2011) Communication Intervention in Children with Severe Disabilities and Multilingual Backgrounds: Perceptions of Pedagogues and Parents. Augmentative and Alternative Communication 27:4, pages 229-244.
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Srikala Naraian. (2010) Disentangling the social threads within a communicative environment: a cacophonous tale of alternative and augmentative communication (AAC). European Journal of Special Needs Education 25:3, pages 253-267.
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Stephen N. Calculator & Tibbany Black. (2010) Parents' Priorities for AAC and Related Instruction for their Children with Angelman Syndrome. Augmentative and Alternative Communication 26:1, pages 30-40.
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Rashed Aldabas. (2020) Professional Training Needs for Using Augmentative and Alternative Communication in Inclusive Classrooms: Voices From Saudi Arabia. Journal of Special Education Technology 37:2, pages 163-173.
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Yun-Ching Chung, Erik W. Carter & Lynn G. Sisco. (2012) Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms. American Journal on Intellectual and Developmental Disabilities 117:5, pages 349-367.
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