Research Article
‘To have a plan’: teachers’ perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties
Jenny Samuelssona Speech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden;b Dart - Centre for AAC and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, Sweden;c Habilitation & Health, Region Västra Götaland, Gothenburg, SwedenCorrespondence[email protected]
https://orcid.org/0000-0003-2115-3746View further author information
https://orcid.org/0000-0003-2115-3746View further author information, Jakob Åsberg Johnelsa Speech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden;d Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden;e Child Neuropsychiatric Clinic, Sahlgrenska University Hospital, Gothenburg, Swedenhttps://orcid.org/0000-0002-3491-5925View further author information
https://orcid.org/0000-0002-3491-5925View further author information, Emil Holmerf Disability Research Division, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Swedenhttps://orcid.org/0000-0002-1896-8250View further author information
https://orcid.org/0000-0002-1896-8250View further author information, Lisa Palmqvistf Disability Research Division, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden;g Department of Education and Special Education, University of Gothenburg, Gothenburg, Swedenhttps://orcid.org/0000-0002-3350-0701View further author information
https://orcid.org/0000-0002-3350-0701View further author information, Mikael Heimannh Division of Psychology, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Swedenhttps://orcid.org/0000-0001-5025-9975View further author information
https://orcid.org/0000-0001-5025-9975View further author information, Monica Reichenbergg Department of Education and Special Education, University of Gothenburg, Gothenburg, Swedenhttps://orcid.org/0000-0002-7403-1702View further author information
https://orcid.org/0000-0002-7403-1702View further author information, & Gunilla Thunberga Speech and Language Pathology Unit, Department of Health and Rehabilitation, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden;b Dart - Centre for AAC and Assistive Technology, Sahlgrenska University Hospital, Gothenburg, Swedenhttps://orcid.org/0000-0002-9582-7814View further author information
https://orcid.org/0000-0002-9582-7814View further author information show all