Illinois State University, Normal, IL, USA.
Am J Intellect Dev Disabil. 2012 Sep;117(5):349-67. doi: 10.1352/1944-7558-117.5.349.
The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily interacted with their support personnel and infrequently conversed with peers despite often being in close proximity. Few interaction episodes were initiated by students who used AAC, and initiations to peers and adults appeared to serve somewhat different functions. Students with disabilities relied more heavily on facial expressions and gestures than on the use of their AAC devices. Recommendations for promoting interaction opportunities among students are offered, and future research directions are suggested.
本研究旨在探索在普通教育教室里使用辅助沟通设备的残疾学生的自然社交互动情况。我们观察了 16 名使用 AAC 并接受自闭症或智力残疾类服务的学生。参与者主要与他们的支持人员互动，尽管他们经常近距离相处，但很少与同龄人交流。使用 AAC 的学生很少发起互动，他们对同伴和成人的发起似乎有不同的作用。残疾学生更多地依赖面部表情和手势，而不是使用他们的 AAC 设备。本文提供了促进学生互动机会的建议，并提出了未来的研究方向。
