The Bridge School: A Community of Practice in AAC Bridging the gap between research and practice to provide optimal outcomes for individuals with complex communication needs is central to the use of best clinical practices in speech-language pathology, including the field of augmentative and alternative communication (AAC). In optimal situations, clinicians and educators consider the best available and current ... Article
Article  |   June 01, 2005
The Bridge School: A Community of Practice in AAC
Author Affiliations & Notes
  • Mary Hunt-Berg
    The Bridge School, Hillsborough, CA
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   June 01, 2005
The Bridge School: A Community of Practice in AAC
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2005, Vol. 14, 6-10. doi:10.1044/aac14.2.6
SIG 12 Perspectives on Augmentative and Alternative Communication, June 2005, Vol. 14, 6-10. doi:10.1044/aac14.2.6
Bridging the gap between research and practice to provide optimal outcomes for individuals with complex communication needs is central to the use of best clinical practices in speech-language pathology, including the field of augmentative and alternative communication (AAC). In optimal situations, clinicians and educators consider the best available and current research findings as a component of their intervention planning, while researchers depend on clinicians and educators to provide direction to their research questions (Schlosser, 2003).
The formation of collaborative relationships between researchers and clinicians has been proposed as a promising way to ensure that educational benefits of research and clinical expertise are fully realized in clinical practice (e.g., Apel, 2001; Meline & Paradiso, 2003). In the fields of speech-language pathology and education, a number of approaches have been used to support collaboration between practitioners and researchers who, by tradition, usually operate in very different worlds. One approach, communities of practice, seems especially well-suited for altering traditional lines of knowledge dissemination, from researchers to practitioners in a linear fashion, within education-related fields (Buysse, Sparkman, & Wesley, 2003) such as AAC. This article describes an approach that informs clinical practice by supporting collaborative clinician-researcher relationships.
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