Perspectives From General Education Teachers, Students and Their Parents: Including Students With Robust Communication Devices in General Education Classrooms Teachers face a number of challenges with regard to including students, but especially when including those who have complex communication needs and use speech-generating devices (SGDs). Parents are interested in collaborating with teachers, but may find themselves with differing opinions than school and staff. Students using SGDs want to be ... Article
Article  |   September 01, 2012
Perspectives From General Education Teachers, Students and Their Parents: Including Students With Robust Communication Devices in General Education Classrooms
Author Affiliations & Notes
  • Christine Kramlich
    Prentke Romich Company, Lawrenceville, GA
  • Disclosure: Christine Kramlich has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Christine Kramlich has no financial or nonfinancial relationships related to the content of this article.×
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   September 01, 2012
Perspectives From General Education Teachers, Students and Their Parents: Including Students With Robust Communication Devices in General Education Classrooms
SIG 12 Perspectives on Augmentative and Alternative Communication, September 2012, Vol. 21, 105-114. doi:10.1044/aac21.3.105
SIG 12 Perspectives on Augmentative and Alternative Communication, September 2012, Vol. 21, 105-114. doi:10.1044/aac21.3.105
Abstract

Teachers face a number of challenges with regard to including students, but especially when including those who have complex communication needs and use speech-generating devices (SGDs). Parents are interested in collaborating with teachers, but may find themselves with differing opinions than school and staff. Students using SGDs want to be part of the class, not just physically in the classroom. Finding ways to communicate and work together is critical to overcoming these challenges and facilitating inclusion. In this process, it is important to consider the perspectives of the general education teacher, the parent of the student using the SGD, classmates, and, most important, the student using the SGD.

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