Barriers to Participation in Kindergarten Literacy Instruction for a Student with Augmentative and Alternative Communication Needs (short summary)


The author studied a single seven year old child with severe speech and mild cognitive impairment and challenging behaviours, who attended a mainstream kindergarten setting on a part-time basis. Barriers to the development of his early literacy skills were identified and divided into access and opportunity barriers. Access barriers refer to those related to the AAC users own needs, skills and abilities, opportunity barriers are imposed by others policy, practice, attitude, knowledge and skill.

She concluded that the identification of these barriers and ways to overcome them is vital in the inclusion of children who use AAC into mainstream classrooms. This could include training for team members, planning and preparation time, classroom support workers, peer training and support.

The author suggests that there is no evidence that students who use AAC acquire literacy skills differently from typically developing children, but need to be provided with high quality teaching, adapted materials and an effective AAC system.

Things you may want to look into:

AAC and developmental difficulties

Supporting the Communication, Language, and Literacy Development of Children with Complex Communication Needs

Teacher literacy expectations for kindergarten children with cerebral palsy in special education

Evidence-based literacy instruction for individuals who require augmentative and alternative communication: a case study of a student with multiple disabilities

Added to site July 2014