AACS implementation and generalization in special education contexts

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Published: Dec 21, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n2.v1.1717
Keywords:
speech and language difficulties special educative needs alternative and augmentative communication systems (AACS) inclusive school

Main Article Content

Ángela Segura Pérez
Universidad Católica de Valencia
Claudia Tatiana Escorcia Mora
Universidad Católica de Valencia
https://orcid.org/0000-0002-8230-5742

Abstract

To achieve this aim, it was carryied out an analysis from a sample of 13 in-service hearing and speech teachers who are working in a special education school in the province of Valencia. Some different data has been obtained from a survey created ad hoc and these were contrasted with the existing bibliography.
Following this comparative analysis it was concluded that the generalization of the use of these system is not adequated since there are difficulties that have mainly resulted from the lack of coordination, and also from the low involvement of the family. All of this has to be remedied through the collaborative work of the different environments where the student user of AAC develops their everyday with the aim of increasing the degree of generalization which is going to improve their communicative linguistic decelopment and it is going to enhance a correct psycho-social maturity.

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How to Cite
Segura Pérez, Ángela, & Escorcia Mora, C. T. (2019). AACS implementation and generalization in special education contexts. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 469–480. https://doi.org/10.17060/ijodaep.2019.n2.v1.1717
Issue
Vol. 1 No. 2 (2019): PSYCHOLOGY, CHILDHOOD AND EDUCATION
Section
Articles
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Author Biographies

Ángela Segura Pérez, Universidad Católica de Valencia

Universidad Católica de Valencia

Claudia Tatiana Escorcia Mora, Universidad Católica de Valencia

Universidad Católica de Valencia

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