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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.

The main theme arising from analysis of the data was that consistency of KWS use was affected by three things; effectiveness, self-monitoring and environmental barriers/facilitators. One particular finding was the lack of support for staff to develop skills using KWS in real situations following initial training meant that both teachers and support staff were expected to apply newly learned skills without supervision, increasing the effort required and relying on self-monitoring of KWS use, thus reducing the likelihood of positive outcomes.

The paper suggests areas for further research.


Things you may want to look into:

Attitude and key word signing usage in support staff

Attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities

Added to site August 17


 

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