Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective

Abstract

Focus group research methodology was used to investigate educational team members' perceptions of critical issues regarding the inclusive education of students with augmentative and alternative communication (AAC) needs. General education and inclusion support teachers, instructional assistants, parents, and speech-language pathologists participated in five focus groups that yielded a database for thematic analysis using qualitative research methods. A number of procedures were employed to verify and validate the data collection process and findings. The dominant theme across all focus groups was the participants' recognition of the fact that inclusive education of students with AAC needs is possible and desirable, with clear benefits for the focus students, their peers, parents, and the school community at large. Other themes emerged as prerequisite conditions for a successful inclusive program, including administrative support, AAC training for the entire educational team, and team collaboration. These emergent themes are described and interpreted within and across groups. The implications of the results are discussed in terms of program design and implementation.

• augmentative and alternative communication (AAC)
• collaborative teaming
• focus groups
• inclusion