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Beliefs and habits: staff experiences with key word signing in special schools and group residential homes (summary)

Staff
experiences
 
with
 
key
 
word
signing
 
in
 
special
schools
 
and
residential
 
homes

Background

Up to around a quarter of adults with learning disabilities (LD) use key word signing (KWS); using signs to support important words in their spoken language. Some users might use KWS as an alternative communication system without speech. KWS is used to support both expressive and receptive language. It is thought that the use of KWS, adding a visual input to the auditory given by speech, helps to support understanding. In addition the use of KWS usually slows the rate of speech and might simplify the message.

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Beliefs and habits: staff experiences with key word signing in special schools and group residential homes (short summary)

Staff
experiences
 
with
 
key
 
word
signing
 
in
 
special
schools
 
and
residential
 
homes

This study used interview data to investigate the views of 5 teachers and 5 support staff working with people with learning disabilities (LD) who used key word signing (KWS) towards its use. The attitudes of communication partners to the use of KWS are key to its success. Without a positive view it is less likely to be used successfully by and with people who have LD.

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Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries (summary)

Training
 
for
AAC
Service
 
Delivery
 
in
Low
 
and
Middle
Income
Countries

Background

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Providing instructional support for AAC service delivery in low- and middle-income (LAMI) countries (short summary)

Training
 
for
AAC
Service
 
Delivery
 
in
Low
 
and
Middle
Income
countries

Many people with disabilities live in poverty. Providing augmentative and alternative communication (AAC) services for people with complex communication needs (CCN) who live in low and middle income (LAMI) countries can be challenging. Many individuals in LAMI countries do not receive communication rehabilitation services.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Background

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems. This means that opportunities to communicate functionally need to be created and supported in the children’s natural environments including schools.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Communication
Opportunities
 
for
School Children
 
who
 
use
AAC

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication (short summary)

Children with complex communication needs (CCN) often continue to experience educational and social barriers even after they have received appropriate augmentative and alternative communication (AAC) systems.

It is known that in interactions involving people who use AAC the naturally speaking partner tends to be dominant and take the lead, usually by asking a lot of direct questions. Children who use AAC often have limited opportunities to initiate new topics of conversation instructions and the majority of interactions are with adults not peers.

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The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs (summary)

 
The
Vocabulary
 
of
Young
Writers:
Implications
 
for
Children
 
with
 
CCN

Background

This study explored vocabulary used in typical written language development and whether knowledge about this could be applied to developing vocabulary sets for children with complex communication needs (CCN).

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The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs (short summary)

 
The
Vocabulary
 
of
Young
Writers:
Implications
 
for
Children
 
with
 
CCN

This study investigated the vocabulary used in the self-selected writing of typically developing young school age children in USA and New Zealand and considered whether the information gathered could be beneficial in selecting vocabulary available on augmentative and alternative communication (AAC) systems to support the development of writing for children with complex communication needs (CCN).

It was found that a small core vocabulary accounted for a large percentage of the written work and this was largely grammatical words.

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