Person-Focused Learning: A Collaborative Teaching Model to Prepare Future AAC Professionals

Abstract

Problem- and inquiry-based learning show promise as effective teaching methods designed to prepare future professionals in special education and related services to develop team skills and to work collaboratively with families. Person-focused learning (PFL), which is based on problem- and inquiry-based methods, was developed by the authors as a means of preparing future AAC professionals to work directly with family members and individuals with disabilities in collaborative teams, using augmentative and alternative communication systems. The authors applied and evaluated PFL across three different courses and university settings, using a common teaching process to implement and to evaluate PFL. The effectiveness of PFL was evaluated based on the perceptions of the participants, and included perspectives of students, family members, and individuals. The faculty who implemented the courses employed qualitative measures to explore student, family, and individual experiences. Thematic analysis showed that students in all three courses reported positive changes in their attitudes towards individuals with disabilities, as well as their knowledge about problem solving in collaborative groups, working with families and individuals, and the development of appropriate AAC systems to meet individual needs. Although the qualitative methodology limited the generalizability of the findings, person-focused learning was found to have potential as an effective method for assisting AAC professionals to develop team-based and family-based collaborative skills. Several areas for further study of PFL were identified, including the need for controlled studies, demonstration of efficient methods for family and individual involvement, and evaluation of AAC technical skills.

• Collaboration
• Problem solving
• Case-based learning
• Pre-service training
• Critical thinking
• Augmentative and alternative communication (AAC)