Communication is a basic human need, and the ability to interact with communication partners is a critical skill for all including those who use augmentative and alternative communication (Simpson, Beukelman, and Sharpe, 2000).
We have looked at the different types of augmentative communication and what to consider when choosing a device. In doing this research I believe it is important to look at the social aspect for students who use AC. In the study conducted by Simpson et al (2000), they looked at the interactions between a student with severe expressive communication impairment with his peers, aide and teacher.
In this study we saw that the majority of interactions were between the student (Seth) and his aide. There were really no interactions with the teacher and only a few with his peers. The student relied on the aid to initiate the interactions as the aid produced 60% of the interactions and the student produced 40%. His peers would most likely not be comfortable with initiating conversations and may shy away from interacting with Seth. I think other students need to have some training in how to respond and allow time for the student to respond with thier device. It is important to allow the class to see the teacher and/or aide interacting with the student using the device.
From my experience students will often times become dependent on their aides and will be very passive only interacting when a question is posed to them and will often times avoid turn taking. I have only had experience with younger students in the lower elementary grades who are just learning to use augmentative communication devices. It would be very interesting to follow a child throughout their schooling to see how these social situations may change as they become more proficient with the device and the students are older and more mature.
Another factor to consider is that students who use augmentative communication may very well be perceived as different by their peers (Beck et al. 2000). Children who may be different in some way, whether it be thier motor skills, speech etc; are often looked on as different and therefore treated differently. Research indicates that as early as preschool, children perceive peers with physical , communication, and/or cognitive disabilities as different form themselves (Beck et al. 2000). Children will often use these differences to discriminate against thier thier peers with disabilities (e.g. children may not ask or allow, children with disabilities to praticipate in activities).
Having had the opportunity to teach in most grades in the elementary level I have observed the interactions of many specail needs students with thier peers. I have to say that I disagree with some of these findings. The research showed that attitudes toward people with physical disabilities tends to be negative in young children and to become more positive with age until the late teens. At this time, they again become more negative (Beck et al. 2000).
I have found that children in the lower grades especially primary/one are quite accepting of students who may be different. They are usually quite willing to assist the student and interact with them, they love to be the "helper". As they get older I have found that they tend to draw back from them. In the middle grades that is when students are really forming thier peer groups and often times these students are left out. In saying that I don't often see students as a 'friend' but more as a 'helper'. When it is time for free play often times students with specail needs are left out. Teachers will often pair students up for social skill training but in my experience they don't tend to from close friendships. This of course isn't always the case but it is what I have observed. I find as students get older the cognitive levels of the students with special needs and their peers tends to be a bigger difference which may be why there is not as much social interaction. As students mature they gain more empathy towards those that are different but I don't see that happening to well into high school.
One other point I think that is worth mentioning and I believe plays a big part and that is how familiar an comfortable students are with those that are different. I think that when children are familiar with interacting with those that are different. I have even found some adults who have not been around students with special needs they tend to shy away from them and they don't know how to act around them. It is common for people to be scared of the unknown. I grew up with 2 cousins with special needs and one who visably looked 'different'. it amazed me how people that didn't know her treated her and looked at her. It would really make me mad as to me she was no different.
The big question would be how do we change this? I don't think there is any easy answer to this question. we do our best to teach our children to accept those that are different and include everyone in what we do. We ust advocate for everyone so that they are included in our daily lives. Having integrated classes is very important so that students can gain that empathy towards others and treat them with respect.
A success Story
Beck, A., Fritz, H., Keller, A., and Dennis, M. (2000). Attitudes of School-Aged Children Toward Thier Peers Who Use Augmentative and Alternative Communication. Augmentative and ALternative Communication, Mar 2000; 16,1, 13-26.
Simpson, K., Beukelman, D., and Sharpe, T. (2000). An Elementary Student with Severe Expressive Communication Impairment in a General Education Classroom: Sequential Analysis of Interactions. Augmentative and Alternate Communication, Jun 2000; 16, 2, 107-121.
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