Training Partners in AAC in Culturally Diverse Families This article focuses on culturally responsive AAC practice. Including parents in the process is essential to ensure that children with significant communication impairments receive the most appropriate communication tool and the most effective intervention strategies. Often, the roles expected or demanded from parents may conflict with the values, expectations, and ... Article
Article  |   December 01, 2012
Training Partners in AAC in Culturally Diverse Families
Author Affiliations & Notes
  • Gloria Soto
    Department of Special Education, San Francisco State University, San Francisco, CA
  • Disclosure: Gloria Soto has no financial or nonfinancial relationships related to the content of this article.
    Disclosure: Gloria Soto has no financial or nonfinancial relationships related to the content of this article.×
Article Information
Articles
Article   |   December 01, 2012
Training Partners in AAC in Culturally Diverse Families
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2012, Vol. 21, 144-150. doi:10.1044/aac21.4.144
SIG 12 Perspectives on Augmentative and Alternative Communication, December 2012, Vol. 21, 144-150. doi:10.1044/aac21.4.144
Abstract

This article focuses on culturally responsive AAC practice. Including parents in the process is essential to ensure that children with significant communication impairments receive the most appropriate communication tool and the most effective intervention strategies. Often, the roles expected or demanded from parents may conflict with the values, expectations, and abilities of many families, particularly those from culturally diverse backgrounds, which may contribute to low levels of participation. If clinicians are to work effectively with families from a range of different backgrounds, they need not only a greater understanding of culture and cultural values as they relate to AAC, but an increased awareness of the cultural influences affecting their own practices and recommendations. In this article, I describe the process of culturally responsive assessment and intervention and discuss the need for professionals to build opportunities for a truly reciprocal collaborative relationship with families.

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