Your search found 16 results.

Descriptors:
Literacy; Communication (Thought Transfer); Children; Learning Disabilities; Severe Disabilities; Multiple Literacies

Abstract:
Literacy is traditionally narrowly conceptualised as a set of skills related to accessing and generating written or printed text. For children designated as having severe learning difficulties (SLD), who are unlikely to develop these "conventional" literacy skills, such a conception implies their semi-literacy or nonliteracy. Although conceptions of multimodal literacy and multiliteracies have rarely been applied to this group, broader understandings of literacy that include a range of activities, modes and media provide greater opportunities for including these learners in literacy practices. Drawing upon our research with teachers of this group of children and young people, we illustrate these literacy practices. We note, however, that such practices are often haphazard, not coherently thought through, and that there is much confusion regarding any distinction between communication and literacy. We argue for literacy as a specific form of communication, but conclude that broader models of literacies should be utilised to guide and support practitioners in developing interactive practice and in making reasoned and principled approaches and decisions about literacy practices, routes and progression for children with SLD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music; Self Efficacy; Network Analysis; Hearing Impairments; Musicians; Auditory Perception; Music Education; Interviews; Identification; Investigations; Research; Assistive Technology; Listening; Listening Skills; Children; Adolescents; Adults; Age Differences

Abstract:
The journey from playful musical exploration in childhood to an adult identity as a skilled musician is likely to be problematic for people with hearing impairments. Although a number of subjective accounts have been published, there is a lack of empirical research in the area. In this study, twelve musicians with hearing impairments were interviewed about their musical background, hearing loss and experiences of interactive music making. A thematic network analysis was performed on the verbatim transcripts. Musical families were shown to facilitate positive, early, influential experiences helping individuals to develop musical self-efficacy. These themes were found to operate independently of the challenges posed by a hearing impairment and in spite of negative music-making experiences. Dynamic listening styles were identified, ranging from full reliance on hearing to discriminate and even non-auditory attending. The development of listening styles was found to be crucial in negotiating problems in auditory perception caused by physiological changes in hearing level and the distorting effects of hearing aids. (Contains 1 figure, 1 table, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stuttering; Questionnaires; Interviews; Foreign Countries; Elementary School Teachers; Teacher Attitudes; Attitudes toward Disabilities; Beliefs; Environmental Influences; Teacher Role; Speech Language Pathology; Therapy; Teacher Competencies

Abstract:
Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child's environment influenced stuttering and that children who stuttered had the potential to overcome the condition. They did not agree that children who stuttered were quiet and shy. Two global themes emerged from the interviews. These were teachers' philosophies about stuttering, and their perceived roles in supporting children who stutter. All teachers reported limited experience of children who stutter, but their responses indicated a desire to do their best to support such children in the classroom. Stuttering was, however, considered to be less important to teachers' working lives than dyslexia. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Impairments; Child Language; Language Skills; Intervention; Outcomes of Education; Risk; Speech Therapy; Speech Language Pathology

Abstract:
Systematic reviews are important as a key source of information for commissioners and for developing practice in speech and language therapy (SLT) and early years. Interventions in this field are often complex and are delivered in community settings. This paper applies a systematic review of environmental interventions in early years for children with speech, language and communication needs. Interventions for primary language impairment may be divided into those which are child-focused and those which are focused on the environment. In both cases, the aim is to effect changes in the child's language skills. The paper introduces the context of evidence-based practice and commissioning of such interventions and argues that systematic reviews may be combined with other evidence to provide information which is fit for purpose for commissioners and for practitioners in the field. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Augmentative and Alternative Communication; Communication Skills; Skill Development; Language Acquisition; Grammar; Memory; Scientific Research; Cognitive Processes; Teaching Methods; Theory Practice Relationship

Abstract:
Augmentative and alternative communication (AAC) is a discipline that has seen recent developments as a consequence of the worldwide technological revolution. Children with complex communication needs, who benefit from such systems, are now afforded an opportunity to develop independent communication skills. The aim of this paper is to review theory and research relating to language acquisition in typical and aided language learning. Becoming a skilled aided communicator takes many years, but as this review demonstrates, little is known about the processes of skill development. In particular there is limited research evidence to support current language and communication intervention strategies typically used by practitioners working in the field of AAC. This review synthesizes current knowledge within an evidence-based framework and provides a summary to support practice and future research activity. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Multiple Disabilities; Cerebral Palsy; Young Adults; Nongovernmental Organizations; Foreign Countries; Self Advocacy; Public Policy; Case Method (Teaching Technique); Social Services; Children; Financial Support; Advocacy; Access to Education

Abstract:
The Indian Institute for Cerebral Palsy (IICP) has been providing education and other services in Kolkata, Eastern India, for children and young adults with cerebral palsy and related disabilities for over 30 years. IICP started by providing education for just two children, and was highly dependent on western expertise. Described is the history of the IICP and the strategy this organization used to develop itself into a primary service provider in Eastern India. Developments in recent years have demonstrated that IICP has moved from a small regional service, focusing on education of children with multiple disabilities to a large and complex organization. This has been possible because of the long-standing commitment of its founding members, a close working relationship with partner organizations, mobilization of governmental support, and accessing financial aid from Indian and international donors. Throughout, the organization has set its own goals based on careful needs assessments and has used culturally appropriate methods in attaining them. It has established model projects and placed particular emphasis on education and provision, from parent education to degree level programs. It has fostered research and international dissemination, been in the forefront in informing and influencing government policy, and has supported self-advocacy for people with disabilities to represent themselves. This case study approach is reflective of the manner that nongovernmental organizations--with local or regional responsibility to develop model services--can organize services and provides a "lesson's learned" model for organizations to undertake similar development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Augmentative and Alternative Communication; Family Life; Parents; Disabilities; Interpersonal Communication; Child Rearing; Parent Child Relationship; Parent Attitudes; Foreign Countries; Interpersonal Competence; Communication Disorders

Abstract:
Background: Anecdotal and research evidence suggests that professionals may not fully understand the perspectives of families of children who need or use Augmentative and Alternative Communication (AAC). This may impact on the provision of appropriate services. Aims: The aim was to explore the lived experience of parents of children in Britain who used AAC, with particular emphasis on the ways in which children's need for and use of AAC impacts on family life and communication. Methods & Procedures: The parents/carers of 11 children aged 3-10 years, who lived in Britain and who were in the early stages of using AAC, were recruited to take part in the study. Individual semi-structured interviews were carried out in order to access rich descriptions of parents' experiences and views about having children who need to use AAC. The interviews were recorded, transcribed verbatim and analysed thematically to generate thematic networks. Outcomes & Results: Analysis revealed three thematic networks. The three Global Themes represented by the networks were concerned with the following areas: the child's communication and interaction; wider societal issues; and parents' views and experiences. Each Global Theme contained lower order Organizational Themes and these in turn were comprised of Basic Themes. Parents shared many common concerns, but the data also revealed some diversity of views. The themes and sub-themes are described with illustrative and representative quotes. Conclusions: These parents are experts on their children and may also be experts on AAC. Many factors impact on parents and the level and type of involvement they have with their children and their upbringing. Speech and language therapists need to acknowledge parents' knowledge and expertise regarding their children. They need to recognize that there are parent, child, family and external factors which impact on parents' ability and willingness to be involved in speech and language therapist provision, andthat these factors are not static over time. The use of ethnographic interviewing techniques should be considered a valuable aspect of speech and language therapist intervention. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Problems; Literacy Education; Focus Groups; Emergent Literacy; Severe Disabilities; Reading Difficulties; Teaching Methods; Observation; Interviews; Conventional Instruction; Creative Teaching; Films; Pictorial Stimuli; Drama; Story Telling; Educational Technology

Abstract:
This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five "expert witnesses" were consulted, alongside desk-based research designed to locate "good practice". Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Listening Skills; Language Acquisition; Delayed Speech; Parent Attitudes; Speech Therapy; Allied Health Personnel; Speech Language Pathology; Foreign Countries; Preschool Children; Comparative Analysis; Individual Characteristics; Environmental Influences; Language Impairments

Abstract:
Background: Parental and speech and language therapist (SLT) explanatory models may affect engagement with speech and language therapy, but there has been dearth of research in this area. This study investigated parents' and SLTs' views about language development, delay and intervention in pre-school children with language delay. Aims: The aims were to describe, explore and explain the thoughts, understandings, perceptions, beliefs, knowledge and feelings held by: a group of parents from East Manchester, UK, whose pre-school children had been referred with suspected language delay; and SLTs working in the same area, in relation to language development, language delay and language intervention. Methods & Procedures: A total of 24 unstructured interviews were carried out: 15 with parents whose children had been referred for speech and language therapy and nine with SLTs who worked with pre-school children. The interviews were transcribed verbatim and coded using Atlas/ti. The data were analysed, subjected to respondent validation, and grounded theories and principled descriptions developed to explain and describe parents' and SLTs' beliefs and views. Outcomes & Results: Parent and SLT data are presented separately. There are commonalities and differences between the parents and the SLTs. Both groups believe that language development and delay are influenced by both external and internal factors. Parents give more weight to the role of gender, imitation and personality and value television and videos, whereas the SLTs value the "right environment" and listening skills and consider that health/disability and socio-economic factors are important. Parents see themselves as experts on their child and have varied ideas about the role of SLTs, which do not always accord with SLTs' views. The parents and SLTs differ in their views of the roles of imitation and play in intervention. Parents typically try strategies before seeing an SLT. Conclusions: These data suggest that parents' ideas vary and that, although parents and SLTs may share some views, there are some important differences. These views have implications for the provision of appropriate services. Although this is a small sample from one group in the UK, the results indicate the need to investigate the views of other groups of parents. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Prompting; Caregivers; Compliance (Psychology); Barriers; Adults; Eating Habits; Speech Language Pathology; Interviews; Labor Turnover; Work Environment; Competence; Caregiver Role

Abstract:
Background: There is scant research on the subject of dysphagia and people with intellectual disabilities. This study explores the barriers which caregivers believe make following Speech and Language Therapists' (SLTs) dysphagia management strategies more difficult. Method: Semi-structured open-ended interviews were conducted with 46 caregivers who supported 40 intellectually disabled adults with dysphagia. Results: Caregivers perceived particular difficulties in modifying food and drinks to safe consistencies, achieving the agreed positioning during mealtimes, and in using support and prompting strategies. Problematic support and prompting strategies included difficulties with pacing correctly; facilitating people to adequately relax and concentrate; observing and prompting people to pace suitably and take safe amounts of food and drink in each mouthful. Additional barriers identified included time pressures, staff turnover and insufficient reviewing of SLT management strategies by caregivers. Conclusions: Findings suggest that additional training and monitoring is required to ensure caregivers are aware of their role and responsibility in promoting safe oral intake for adults with dysphagia and intellectual disabilities. Ongoing support is suggested for people with intellectual disabilities and dysphagia to help them understand the reasoning behind management strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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