La Trobe Rural Health School, La Trobe University, Australia; Living with Disability Research Centre, La Trobe University, Bendigo, Australia.
Human Development and Family Studies, Michigan State University, East Lansing, United States.
Res Dev Disabil. 2022 Jan;120:104141. doi: 10.1016/j.ridd.2021.104141. Epub 2021 Dec 4.
School education for children with severe disabilities tends to occur in restricted or segregated settings, especially for students who require augmentative and alternative communication (AAC).
We sought to understand the role played by AAC, especially in supporting students' academic learning and social participation in studies conducted in segregated school settings.
We conducted a scoping review, searching five databases, supplemented by hand, ancestral and forward citation searches of studies published from 2000 to 2020 involving compulsory school-aged students and featuring AAC. Data were extracted and summarized regarding study and participant characteristics, and key findings.
Our search yielded 141 studies conducted in a segregated setting (n = 129) or mixed settings (n = 12). Most studies focused on communication skills (n = 69); academic skills (n = 27) and social participation (n = 17) were addressed to a far lesser extent.
Research into students requiring or using AAC has focused on teaching communication skills and far less on academic learning and social activities of classrooms and schools. There is a need for research that extends beyond functional communication into how AAC can promote access to these key aspects of school education.
对于严重残疾儿童的学校教育往往发生在限制或隔离的环境中，特别是对于需要辅助沟通（AAC）的学生。
我们试图了解 AAC 所扮演的角色，特别是在支持学生在隔离学校环境中的学术学习和社会参与方面的作用。
我们进行了范围界定审查，在 2000 年至 2020 年期间，从五个数据库中搜索了涉及义务教育阶段学生和使用 AAC 的研究，并补充了对已发表研究的手动、祖先和前向引文搜索。提取并总结了有关研究和参与者特征以及主要发现的数据。
我们的搜索结果包括在隔离环境（n = 129）或混合环境（n = 12）中进行的 141 项研究。大多数研究侧重于沟通技能（n = 69）；学术技能（n = 27）和社会参与（n = 17）则涉及较少。
对需要或使用 AAC 的学生的研究主要集中在教授沟通技能上，而对学术学习和课堂以及学校的社会活动的研究则较少。需要进行研究，不仅要关注功能沟通，还要研究 AAC 如何促进对学校教育这些关键方面的参与。
