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Professionals’ and parents’ shared learning in blended learning networks related to communication and augmentative and alternative communication for people with severe disabilities
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-9273-2203
Linnaeus University, Kalmar, Sweden .
Linnaeus University, Kalmar, Sweden; University of Sheffield, Sheffield, United Kingdom.
2015 (engelsk)Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 30, nr 3, s. 367-383Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD’s communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share learning about communication and augmentative and alternative communication (AAC) for people with SD by participating in blended learning networks (BLNs). Thirty-six parents and professionals participated in online web-based BLNs according to a prepared format; four groups were formed, and all of the groups participated in four discussion sessions and an evaluation session. Detailed minutes from the 16 BLN sessions, an evaluation session and course evaluation data were thematically analysed. The theoretical frameworks were different perspectives on disability within communication research and special education research, and theories about shared learning in networks. The analyses revealed themes that focused on communication partners’ knowledge, attitudes and strategies regarding communicating with people with SD; the importance and power of using multimodal AAC; and the universality, user-friendliness and empowering aspects of iPads and apps. The findings suggest that participants perceive communication and AAC with people with SD from relational, dialogical and interactional perspectives, whereas the categorical perspective was less pronounced. In accordance with other professional competence research, the use of online web-based BLNs with mixed groups that was described in this paper yielded positive evaluations from the participants. The opportunity for meeting others involved in caring for people with SD, the actual blended groups and the sharing of technology and AAC experiences in particular were highlighted.

sted, utgiver, år, opplag, sider
2015. Vol. 30, nr 3, s. 367-383
Emneord [en]
augmentative and alternative communication, blended learning networks, parents, perspectives on disability, professionals, severe disabilities
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-28075DOI: 10.1080/08856257.2015.1023002ISI: 000355331800006Scopus ID: 2-s2.0-84930039061OAI: oai:DiVA.org:mdh-28075DiVA, id: diva2:817538
Tilgjengelig fra: 2015-06-05 Laget: 2015-06-05 Sist oppdatert: 2017-12-04bibliografisk kontrollert

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