Professional Networks of Special Educators and Speech-Language Pathologists Working with Students Who Use Augmentative and Alternative Communication

Autor/inn/en	Biggs, Elizabeth E.; Bumble, Jennifer L.; Hacker, Rebecca E.
Titel	Professional Networks of Special Educators and Speech-Language Pathologists Working with Students Who Use Augmentative and Alternative Communication
Quelle	In: Remedial and Special Education, 44 (2023) 5, S.351-364 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biggs, Elizabeth E.) ORCID (Bumble, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221128497
Schlagwörter	Special Education Teachers; Speech Language Pathology; Allied Health Personnel; Students with Disabilities; Augmentative and Alternative Communication; Networks; Cooperation; Trust (Psychology); Preschool Education; Elementary Secondary Education; Tennessee + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Co-operation; Kooperation; Pre-school education; Vorschulerziehung
Abstract	Supporting students with complex communication needs requires collaboration within and beyond the school system. Through a state-wide survey, this quantitative descriptive study used social network analysis to examine the professional networks and collaboration patterns of 325 special education teachers and 189 speech-language pathologists who worked with students with complex communication needs. Findings revealed wide variability in network size and function across these educators. Information is reported about collaborative partners, frequency of communication, perceptions of trust, and exchange of supports across relationships (i.e., informational, tangible, emotional supports). Teachers and speech-language pathologists who worked with students with access to high-tech augmentative and alternative communication (AAC) had larger professional networks than those whose students only used unaided AAC (e.g., gestures, signs) or low-tech AAC such as picture symbols. This research provides an important first look at AAC-related professional networks and collaboration patterns within these networks to inform future research and practice. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01