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首页> 外文期刊>Infants and young children >The Outcomes of Professional Development on AAC Use in Preschool Classrooms: A Qualitative Investigation
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The Outcomes of Professional Development on AAC Use in Preschool Classrooms: A Qualitative Investigation

机译：在学龄前教室的AAC使用的专业发展的结果：一个定性调查

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摘要

The purpose of this qualitative study was to describe early childhood special education service providers' perceptions of the use of alternative and augmentative communication (AAC) in their preschool classrooms as a result of participation in MELD (Multimodal Early Language Development) AAC professional development. MELD is a multicounty project that provides professional development to support service providers to meet the needs of preschool children with complex communication needs. Results indicate, in general, that the service providers felt the professional development met their individual needs to be successful in embedding the use of AAC in each of their preschool special education classrooms. The study extends past research about the components needed in effective early childhood professional development that results in teacher implementation of new instructional strategies to include the use of AAC strategies and adds new information about the context that may be needed. That context includes a positive and supportive relationship between coaches and service providers and a recognition of positive changes in the behavior of children by service providers. Implications for providing professional development and for future research are discussed.
机译：这种定性研究的目的是描述早期儿童特殊教育服务提供商的看法在学前教室中使用替代和增强沟通（AAC）的看法是参与MELD（多模式早期语言发展）AAC专业发展。 MELD是一个多功能的项目，提供专业开发，支持服务提供商，以满足具有复杂沟通需求的学龄前儿童的需求。结果表明，一般而言之，服务提供商认为专业发展达到他们的个人需要成功嵌入在他们的学前教育教室中的AAC中的使用。该研究延长了过去关于有效早期儿童专业发展所需的组件的研究，导致教师实施新的教学战略，包括使用AAC战略并增加有关可能所需的内容的新信息。该背景包括教练和服务提供者之间的积极和支持关系，以及通过服务提供商承认儿童行为的积极变化。讨论了为提供专业发展和未来研究的影响。

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