Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities

Abstract

People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD’s communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share learning about communication and augmentative and alternative communication (AAC) for people with SD by participating in blended learning networks (BLNs). Thirty-six parents and professionals participated in online web-based BLNs according to a prepared format; four groups were formed, and all of the groups participated in four discussion sessions and an evaluation session. Detailed minutes from the 16 BLN sessions, an evaluation session and course evaluation data were thematically analysed. The theoretical frameworks were different perspectives on disability within communication research and special education research, and theories about shared learning in networks. The analyses revealed themes that focused on communication partners’ knowledge, attitudes and strategies regarding communicating with people with SD; the importance and power of using multimodal AAC; and the universality, user-friendliness and empowering aspects of iPads and apps. The findings suggest that participants perceive communication and AAC with people with SD from relational, dialogical and interactional perspectives, whereas the categorical perspective was less pronounced. In accordance with other professional competence research, the use of online web-based BLNs with mixed groups that was described in this paper yielded positive evaluations from the participants. The opportunity for meeting others involved in caring for people with SD, the actual blended groups and the sharing of technology and AAC experiences in particular were highlighted.

Keywords:

• augmentative and alternative communication
• blended learning networks
• severe disabilities
• professionals
• parents
• perspectives on disability

Acknowledgements

The authors would like to express their gratitude to the parents and professionals who participated in the BLNs. We also acknowledge Marianne Hermansson, Anette Ljungkvist and Paul Svensson of the SFCCC. We thank Ulf Ärnström for his help with writing the detailed minutes. Finally, we acknowledge the steering board members of the National Intellectual Disability Organisation for their ongoing guidance and support, without whom this initiative would not have been possible.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Micro Rolltalk is a handheld communication device which functions and contents are defined according to the user’s circumstances and interests and consist of symbols, photo or text.

2. Handyphone is a custom-built user-friendly smartphone with e.g. contact functions and time management functions easy to use.

3. Flexiboard is a simplified conceptual keyboard with 128 squares that are programmed according to the needs of the people who use them. Different templates can be created that are placed on top of the board.

Additional information

Funding

This work was supported by the Ministry of Health & Social Affairs Sweden as part of the project ‘National knowledge-based support for parents and caregivers of children and young people with a combination of learning difficulties, communication difficulties, physical disabilities, deafness, visual impairments problems and medical needs’ (2011–2015).