Novita Children's Services, Adelaide, Australia.
Augment Altern Commun. 2012 Mar;28(1):33-43. doi: 10.3109/07434618.2011.653604.
The aim of the study was to describe and compare the school participation and social networks of children with physical disabilities and complex communication needs (Group CCN), children with physical disabilities only (Group PD), and children with typical development (Group TD). The 39 participants, 10-15 years of age, were observed for 4 hours at school. School staff and the parent and/or child provided information on children's social networks. A striking observation was that, while participants in Group TD continuously conversed and socialized with peers inside and outside classrooms; those in Group CCN rarely used aided AAC, were provided with limited communication opportunities at school, and had fewer acquaintances and friends. Findings warrant intervention at the participation level at school and in the community.
本研究旨在描述和比较身体残疾和复杂沟通需求儿童（CCN 组）、仅身体残疾儿童（PD 组）和典型发育儿童（TD 组）的学校参与度和社交网络。39 名 10-15 岁的参与者在学校观察了 4 小时。学校工作人员以及儿童的家长和/或儿童提供了有关儿童社交网络的信息。一个显著的观察结果是，虽然 TD 组的参与者持续在教室内外与同伴进行对话和社交活动；但 CCN 组的参与者很少使用辅助性的 AAC，在学校获得的沟通机会有限，并且熟人朋友较少。研究结果表明有必要在学校和社区层面进行参与度干预。
