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learning disability

developmental-learning disability is difficulty understanding new or complex information and affecting communication

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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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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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities (summary)

Teaching
 
early
numeracy
 
using
 
single
switch
VOCAs
 
to
students
 
with
 
severe
 
multiple
disabilities

Background

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Teaching Early Numeracy Skills Using Single Switch Voice-Output Devices to Students with Severe Multiple Disabilities (short summary)

Teaching
 
early
numeracy
 
using
 
single
switch
VOCAs
 
to
students
 
with
 
severe
 
multiple
disabilities

The authors of this paper investigated the ‘effect of a systematic instructional package with individualized adaptations on the acquisition of numeracy skills’ on students with multiple disabilities. The research involved three children with severe multiple disabilities and complex communication needs (CCN) who attended a special school.

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Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities (summary)

Professionals’
 
and
parents’
shared
learning

Background

People with severe disabilities (SD) often have complex communication needs (CCN) and are dependent on other to support them to be able to participate in activities of daily living. Their communication is often difficult for unfamiliar people to understand and might be supported by the use of various forms of augmentative and alternative communication (AAC). People with whom they spend a lot of time have in-depth knowledge of how to communicate with people with SD and are often very skilled communication partners.

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