Citations (83)
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Stephen E. Ryan, Tracy A. Shepherd, Anne Marie Renzoni, Danielle D’Alessandro & Anna Oh. (2023) Functional impact of augmentative and alternative communication scale: development of an outcome measure for educators of students with complex communication needs. Disability and Rehabilitation: Assistive Technology 18:2, pages 215-226.
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Sarah AK Uthoff, Anna Zinkevich, Jens Boenisch, Stefanie K Sachse, Tobias Bernasconi, Anna L Brütt & Lena Ansmann. (2022) “Finding Common Ground” – Impact of a Complex Intervention on Collaboration in Augmentative and Alternative Communication Care of People without Natural Speech. Journal of Multidisciplinary Healthcare 15, pages 2431-2446.
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Fei Luo, Sarah W. Blackstone, Jesse Canchola & Christine Roman-Lantzy. (2022) Working with children with cortical visual impairment who use augmentative and alternative communication: implications for improving current practice. Augmentative and Alternative Communication 38:2, pages 91-105.
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Jennifer J. Thistle & Krista M. Wilkinson. (2021) Speech-Language pathologists’ decisions when designing an aided AAC display for a compilation case study of a beginning communicator. Disability and Rehabilitation: Assistive Technology 16:8, pages 871-879.
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Sarah A. K. Uthoff, Anna Zinkevich, Jens Boenisch, Stefanie K. Sachse, Tobias Bernasconi & Lena Ansmann. (2021) Collaboration between stakeholders involved in augmentative and alternative communication (AAC) care of people without natural speech. Journal of Interprofessional Care 35:6, pages 821-831.
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Kathleen Mortier. (2020) Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities. International Journal of Inclusive Education 24:3, pages 329-340.
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Natalie R. Andzik, Yun-Ching Chung, Janis Doneski-Nicol & Colette T. Dollarhide. (2019) AAC services in schools: a special educator’s perspective. International Journal of Developmental Disabilities 65:2, pages 89-97.
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Melinda R. Snodgrass & Hedda Meadan. (2018) A boy and his AAC team: building instructional competence across team members. Augmentative and Alternative Communication 34:3, pages 167-179.
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Kim D. Adams & Albert M. Cook. (2017) Performing mathematics activities with non-standard units of measurement using robots controlled via speech-generating devices: three case studies. Disability and Rehabilitation: Assistive Technology 12:5, pages 491-503.
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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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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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Yun-Ching Chung & Julia B. Stoner. (2016) A meta-synthesis of team members’ voices: what we need and what we do to support students who use AAC. Augmentative and Alternative Communication 32:3, pages 175-186.
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Michelle C.S. Therrien, Janice Light & Lauramarie Pope. (2016) Systematic Review of the Effects of Interventions to Promote Peer Interactions for Children who use Aided AAC. Augmentative and Alternative Communication 32:2, pages 81-93.
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Elizabeth S. Hartmann. (2016) Understanding the Everyday Practice of Individualized Education Program Team Members. Journal of Educational and Psychological Consultation 26:1, pages 1-24.
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Jennifer J. Thistle & Krista M. Wilkinson. (2015) Building Evidence-based Practice in AAC Display Design for Young Children: Current Practices and Future Directions. Augmentative and Alternative Communication 31:2, pages 124-136.
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Kim Adams & Al Cook. (2014) Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: three case studies. Disability and Rehabilitation: Assistive Technology 9:4, pages 286-298.
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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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Beata Batorowicz & Tracy A. Shepherd. (2011) Teamwork in AAC: Examining Clinical Perceptions. Augmentative and Alternative Communication 27:1, pages 16-25.
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Kathleen Mortier, Pam Hunt, Lore Desimpel & Geert Van Hove. (2009) With parents at the table: creating supports for children with disabilities in general education classrooms. European Journal of Special Needs Education 24:4, pages 337-354.
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Marloes Koster, Han Nakken, Sip
Jan Pijl & Els van Houten. (2009) Being part of the peer group: a literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education 13:2, pages 117-140.
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Erinn H. Finke, Erinn H. Finke, David B. McNaughton & Kathryn D. R. Drager. (2009) “All Children Can and Should Have the Opportunity to Learn”: General Education Teachers' Perspectives on Including Children with Autism Spectrum Disorder who Require AAC. Augmentative and Alternative Communication 25:2, pages 110-122.
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Michael B. Williams, Carole Krezman & David McNaughton. (2008) “Reach for the Stars”: Five Principles for the Next 25 Years of AAC. Augmentative and Alternative Communication 24:3, pages 194-206.
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Cheryl M. Jorgensen, Michael McSheehan & Rae M. Sonnenmeier. (2007) Presumed competence reflected in the educational programs of students with IDD before and after the Beyond Access professional development intervention. Journal of Intellectual & Developmental Disability 32:4, pages 248-262.
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Rupal Patel & Reem Khamis-Dakwar. (2005) An AAC Training Program for Special Education Teachers: A Case Study of Palestinian Arab Teachers in Israel. Augmentative and Alternative Communication 21:3, pages 205-217.
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Rae M Sonnenmeier, Michael McSheehan & Cheryl M Jorgensen. (2005) A Case Study of Team Supports for a Student with Autism's Communication and Engagement within the General Education Curriculum: Preliminary Report of the Beyond Access Model. Augmentative and Alternative Communication 21:2, pages 101-115.
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June E Downing. (2005) Inclusive Education for High School Students with Severe Intellectual Disabilities: Supporting Communication. Augmentative and Alternative Communication 21:2, pages 132-148.
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Mary Hunt-Berg. (2005) The Bridge School: Educational Inclusion Outcomes over 15 Years. Augmentative and Alternative Communication 21:2, pages 116-131.
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Kevin M. Pitt, Sarah Brennan, Allison M. Sauerwein & Kristy Weissling. (2023) Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists and Special Education Teachers: Prevalence and Preferences. Perspectives of the ASHA Special Interest Groups 8:6, pages 1456-1468.
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Emrah BİLGİÇ & Emine Sema BATU. (2023) The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional AdaptationsKaynaştırma Uygulamalarında Gerçekleştirilebilecek Uyarlamalar Eğitiminin Sınıf Öğretmenlerinin Uyarlamaların Önemine İlişkin Görüşlerine Etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:3, pages 401-418.
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Harold L. Kleinert, Jacqui Kearns, Lou-Ann Land, Judith L. Page & Jane O’Regan Kleinert. (2022) Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs. TEACHING Exceptional Children, pages 004005992211228.
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Elizabeth M. Leatherman & Jane R. Wegner. (2022) Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences. Language, Speech, and Hearing Services in Schools 53:3, pages 874-893.
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William S. Evans, Robert Cavanaugh, Yina Quique, Emily Boss, Jeffrey J. Starns & William D. Hula. (2021) Playing With BEARS: Balancing Effort, Accuracy, and Response Speed in a Semantic Feature Verification Anomia Treatment Game. Journal of Speech, Language, and Hearing Research 64:8, pages 3100-3126.
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Lara Gentilini. 2021. Building Integrated Collaborative Relationships for Inclusive Learning Settings. Building Integrated Collaborative Relationships for Inclusive Learning Settings
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Jasmien Sannen, Sven De Maeyer, Elke Struyf, Elisabeth De Schauwer & Katja Petry. (2021) Connecting teacher collaboration to inclusive practices using a social network approach. Teaching and Teacher Education 97, pages 103182.
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Elizabeth S. Hartmann. (2020) From Fragmented Practice to Rich Professional Learning: The Collaborative Work of Teachers of Learners With Deafblindness. Frontiers in Education 5.
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Deborah Weiss, Barbara Cook & Ruth Eren. (2020) Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students. Journal of Autism and Developmental Disorders 50:10, pages 3661-3678.
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표윤희, 김경양 & 이희연. (2017) A Qualitative Study on Special Educators' Inclusive Education Experiences and Their Needs of Special Education Classroom for Students with Severe and Multiple Disabilities - Focused on Incheon Metropolitan City. Korean Journal of Physical, Multiple, & Health Disabilities 60:2, pages 33-61.
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Elizabeth E. BiggsErik W. CarterJenny Gustafson. (2017) Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use. American Journal on Intellectual and Developmental Disabilities 122:1, pages 25-48.
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Stephen J. Hegedus, John Tapper & Sara Dalton. (2014) Exploring how teacher-related factors relate to student achievement in learning advanced algebra in technology-enhanced classrooms. Journal of Mathematics Teacher Education 19:1, pages 7-32.
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Beryl N. Bamu, Inge Van de Putte & Geert Van Hove. (2016) The Vitality of the Braille in Enabling Inclusion for the Visually Impaired in Regular Secondary Schools in the North West Region of Cameroon. International Journal of Information and Education Technology 6:8, pages 622-625.
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Yun-Ching Chung & Karen H. Douglas. (2014) Communicative Competence Inventory for Students Who Use Augmentative and Alternative Communication. TEACHING Exceptional Children 47:1, pages 56-68.
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