References
- Baldaszti, E., Kytir, J., Marik-Lebeck, S., Wisbauer, A., & Faßmann, H. (2010). Migration & Integration. Zahlen. Daten. Indikatoren. Statistik Austria, Kommission für Migrations- und Integrationsforschung der Österreichischen Akademie der Wissenschaften, Postgasse 7/4/2, 1010 Wien, Austria.
- Brandau, H., & Pretis, M. (2009). Professionelle Arbeit mit Eltern. Arbeitsbuch II: Herausforderungen und Konfliktlösungen. [Professional work with parents. Workbook II: Challenges and conflict solutions]. In Schratz, M. & Seel, A. (Eds.), Erfolgreich im Lehrberuf, Band 3. Innsbruck, Wien, Bozen: Studienverlag.
- Brehaut, C., Cohen, D., & Dafna, R. (2004). The health of primary caregivers of children with cerebral palsy. Pediatrics, 114, 182–192.
- Calculator, S. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13, 93–113.
- Charmaz, K. (2006). Constructing grounded theory. A practical guide through qualitative analysis. Thousand Oaks, CA: Sage Publications Inc
- Cress, C. (2004). Augmentative and alternative communication and language: Understanding and responding to parents’ perspectives. Topics in Language Disorders, 24, 51–61.
- Creswell, J. W. (2007). Qualitative inquiry and research design − choosing among five approaches. Thousand Oaks, CA: Sage Publications.
- De Houwer, A. (1995). Bilingual language acquisition. In Fletcher, B. & Mac-Whinney, B. (Eds.), The handbook of child language. London: Blackwell.
- Derrida, J. (2003). Die Einsprachigkeit des Anderen. München: Fink.
- Eisenhower, A. S., Baker, B. L., & Blacher, J. (2005). Preschool children with intellectual Disability: Syndrome specificity, behaviour problems and maternal well-being. Journal of Intellectual Disability Research, 49, 657–671.
- Eisner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
- Frigerio Sayilir, C., & Sassenroth, M. (2004). Mehrsprachige Kinder im Schriftspracherwerb. [Literacy in multilingual children]. Mit Sprache, 3, 35–44.
- Glaser, B. (2001). The grounded theory perspective: Conceptualization contrasted with description. Mill Valley, CA: The Sociology Press.
- Glaser, B. (1998). Doing grounded theory − Issues and discussions. Mill Valley, CA: The Sociology Press.
- Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
- Goldbart, J., & Marshall, J. (2004). “Pushes and Pulls” on the parents of children who use AAC. Augmentative and Alternative Communication, 20, 194–208.
- Harrison-Harris, O. L. (2002). AAC, literacy and bilingualism. ASHA leader 11/5/2002, 7(20), 4–17.
- Holzinger, A., & Wohlhart, D. (2009). Schulische Integration. [Integration in the school]. In Schratz M.& Seel A. (Eds.), Erfolgreich im Lehrberuf, Band 4. Innsbruck, Wien, Bozen: Studienverlag.
- Hopf, D. (2005). Zweisprachigkeit und Schulleistung bei Migrantenkindern. [Bilingualism and school achievements in children with immigration background]. Zeitschrift für Pädagogik, 51(2), 236–251.
- Ikonomu, D. M. (2008). Mehrsprachigkeit und ihre Rahmenbedingungen. Fremdsprachenkompetenz in den EU-ländern. Bern: Peter Lang.
- Jedik, L. (2003). Zweisprachigkeit und Migration. [Bilingualism and migration]. In Grohnfeldt M. (Ed.), Lehrbuch der Sprachheilpädagogik und Logopädie, Band 2, Erscheinungsformen und Störungsbilder (pp. 138–149). Stuttgart: Verlag W. Kohlhammer.
- Jordaan, H. (2008). Clinical intervention for bilingual children: An international survey. Folia Phoniatrica et Logopaedica, 60(2), 97–105.
- Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes.
- Kniffka, G., & Siebert-Ott, G. (2008). Deutsch als Zweitsprache: Lehren und lernen. Paderborn.
- Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications.
- Lanfranchi, A. (2002). Schulerfolg von Migrationskindern. Die Bedeutung familienergänzender Betreuung im Vorschulalter. Bern: VS Verlag für Sozialwissenschaften.
- Lengyel, D. (2009). Möglichkeiten und Grenzen eines diagnostischen Vorgehens bei zweisprachigen Kindern. [Possibilities and limits in assessing bilingual children]. In Grohnfeldt M. (Ed.), Lehrbuch der Sprachheilpädagogik und Logopädie, Band 3, Diagnostik, Prävention und Evaluation (pp. 208–217). Stuttgart: Verlag W. Kohlhammer.
- Maes, B., Broekman, T. G., Dosen, A., & Nauts, J. (2003). Caregiving burden of families looking after persons with intellectual disability and behavioral or psychiatric problems. Journal of Intellectual Disability Research, 47, 447–455.
- Marshall, J. (2003). International and cross-cultural issues: Six key challenges for our professions. Folia Phoniatrica et Logopaedica, 55(6), 329–336.
- Marshall, J., Goldbart, J., & Phillips, J. (2007). Parents’ and speech and language therapists’ explanatory models of language development, language delay and intervention. International Journal of Language and Communication Disorders, 42, 1–23.
- McCord, S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American Families. Augmentative and Alternative Communication, 20(4), 209–227.
- McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams M.B., & Light, J. (2008). “A child needs to be given a chance to succeed”: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication, 24(1), 43–55.
- Multilingual Affairs Committee of IALP (2006). Recommendations for working with bilingual children. Folia Phoniatrica et Logopaedica, 58(6), 458–464.
- Olsson, M. B., & Hwang, C. P. (2001). Depression of mothers and fathers of children with intellectual disability. Journal of Intellectual Disability Research, 45, 535–543.
- Parette, H., Brotherson, M., & Huer, M. (2000). Giving families a voice in augmentative and alternative communication decision-making. Education and Training of the Mentally Retarded, 35, 177–190.
- Pickl, G. (2008). Children with complex communication needs. The parents’ perspective. Dissertation in special education, Stockholm University, Sweden.
- Richards, H., & Emslie, C. (2000). The ‘doctor’ or the ‘girl from the university’? Considering the influence of professional roles on qualitative interviewing. Family Practice, 17, 71–75.
- Rossi, C., & Balandin, S. (2005). Bilingualism, culture and AAC. Acquiring Knowledge in Speech, Language and Hearing, 7, 27–29.
- Rothweiler, M. (2007). Spezifische Sprachentwicklungsstörung und Mehrsprachigkeit. [Specific language impairment and multilingualism]. In H. Schöler & A. Welling (Eds.), Handbuch Sonderpädagogik, Band 1: Sonderpädagogik der Sprache (pp. 254–258). Göttingen: Hogrefe.
- Rudolph, M., Rosanowski, F., Eysholdt, U., & Kummer, P. (2003). Anxiety and depression in mothers of speech-impaired children. International Journal of Pediatric Othorhinolaryngology, 67, 1337–1341.
- Sacher, W. (2008). Elternarbeit. Heilbrunn: Klinkhardt.
- Schostak, J. (2006). Interview and representation in qualitative research. Maidenhead, Berkshire, UK: Open University Press.
- Siebert-Ott, G. (2009). Mehrsprachigkeit und Bildungserfolg. [Multilingualism and educational success]. In G. Auernheimer (Ed.), Schieflagen im Bildungssystem. (pp. 145–159). Wiesbaden: VS-Verlag für Sozialwissenschaft.
- Smith, M. M., & Grove N. C. (2003). Asymmetry in input and output for individuals who use AAC. In Light, J., Beukelman, D., & Reichle J. (Eds.). Communicative competence for people who use AAC: From research to effective practice (pp. 163–198). Baltimore, MD: Paul H. Brookes.
- Soto, G., Muller, E., Hunt, P., & Goetz, L. (2001). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative and Alternative Communication, 17, 62–72.
- Strauss, A. L. (1994). Grundlagen qualitativer Sozialforschung: Datenanalyse und Theoriebildung in der empirischen soziologischen Forschung. München: Wilhelm Fink Verlag.
- Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: CA: Sage Publications.
- Thordardottir, E. (2006). Language intervention from a bilingual mindset. The ASHA Leader, 11 (10, Aug. 15), 6–7, 20–21.
- Trudeau, N., Sutton, A., Morford, J. P., Côté-Giroux, P., Pauzé, A.-M., & Vallée, V. (2010). Strategies in construction and interpretation of graphic-symbol sequences by inividuals who use AAC systems. Augmentative and Alternative Communication, 26(4), 299–312.
- Uslucan, H.-H. (2005). Lebensweltliche Verunsicherung türkischer Migranten. [Insecurities in the lifeworlds of Turkish immigrants]. Psychosozial, 28(1), 111–122.
- Woll, B., & Barnet, S. (1998). Toward a sociolinguistic perspective on augmentative and alternative communication. Augmentative and Alternative Communication, 14(4), 200–211.
- Zellerhoff, R. (2009). Didaktik der Mehrsprachigkeit. Didaktische Konzepte zur Förderung der Mehrsprachigkeit bei Kindern und Jugendlichen. Schulformübergreifende Konzepte unter besonderer Berücksichtigung der Mehrsprachigkeit. Frankfurt: Peter Lang.