The Outcomes of Professional Development on AAC Use in Preschool Classrooms: A Qualitative Investigation

Autor/inn/en	Hanline, Mary Frances; Dennis, Lindsay; Warren, Amy
Titel	The Outcomes of Professional Development on AAC Use in Preschool Classrooms: A Qualitative Investigation
Quelle	In: Infants and Young Children, 31 (2018) 3, S.231-245 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000120
Schlagwörter	Qualitative Research; Preschool Education; Early Childhood Education; Special Education; Augmentative and Alternative Communication; Faculty Development; Preschool Children; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Qualitative Forschung; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01