AAC 활용계획안을 활용한 국어수업이 지적장애 초등학생의 독립적 의사소통 수준에 미치는 영향

Abstract

Background & Objectives: Teachers were reported to have difficulties and support needs in incorporating AAC during their instruction. In this study, researchers developed an AAC application plan which can be implemented during the class of special school. The purpose of this study is to find the effects of this embedded AAC application on the independent communication level of the students with disabilities. Method: AAC application plan is implemented during the Korean language class by the special education teacher. Researchers developed this AAC plan with the special educator based on the lesson plan and learning activities of the class. AAC application plan includes embedded communication opportunities for each communicative functions, guidelines for using communication strategies, and tips for the teacher section. Participants were two elementary students with intellectual disabilities. Level of independent communication was measured for three communicative functions (greetings, choice making, requesting). Results: Both participants showed increased communication level in all three communication functions. Special education teacher reported satisfaction and positive feedback. Conclusion: This study shows that appropriate AAC use within school instruction results in increased functional communication and participation of students with disabilities during the class.