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ERIC Number: EJ862685
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1034-912X
Barriers to Teaching Non-Speaking Learners with Intellectual Disabilities and Their Impact on the Provision of Augmentative and Alternative Communication
Mukhopadhyay, Sourav; Nwaogu, Paul
International Journal of Disability, Development and Education, v56 n4 p349-362 2009
The purpose of this investigation was to gain an understanding of the challenges of teaching non-speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non-speaking learners with intellectual disabilities. Participants of the study revealed that teaching non-speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non-speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana