Special Education
http://hdl.handle.net/10211.3/141114
2024-03-29T05:52:06ZLatino parent perspectives, decision-making process, and education on augmentative alternative communication (AAC)
http://hdl.handle.net/10211.3/214091
Latino parent perspectives, decision-making process, and education on augmentative alternative communication (AAC)
De Leon, Maria Luisa
The use of augmentative and alternative communication (AAC) is widely supported in the
research literature to facilitate receptive language, expressive language, and communication
skills of very young children with severe speech impairments resulting in unintelligible or
minimal speech production (Branson & Demchak, 2009). Despite these findings, many very
young children who could benefit from AAC strategies are not receiving AAC intervention as a
result of hesitancies on the part of caregivers and/or professionals (Smith et al. 2016). The
purpose of this investigation was to explore Latino caregivers perceptions of AAC, and what
education and training are needed to facilitate acceptance of AAC intervention. Eight Latina
mothers were interviewed regarding their perceptions of early intervention and Alternative and
Augmentative Communication (AAC). Through a phenomenological process the interviews were
coded and analyzed for identifiable themes. Six themes were culled: Parental Lack of knowledge
in El and AAC services, Parents are Passive Contributors to Services, Decision-Making is a
Matriarchal Process, Professionals are Parents Primary Informants, Parents have Minimal AAC
Training, and Parents are Open to AAC training.
2019-01-01T00:00:00ZEarly intervention services through the perspective of rural families in Stanislaus County
http://hdl.handle.net/10211.3/213947
Early intervention services through the perspective of rural families in Stanislaus County
Magana, Adriana Lopez
Rural families are too often excluded from Special Education research. This research
projects aims to understand how and how well the needs are met for four families living in rural communities in Stanislaus County. Four mothers shared their experiences through the use of an initial questionnaire, in-depth semi-structured interview and a review of their most recent IFSP/IEP report. Five themes arose from data collected including: (a) access to information and services, (b) individualized support, (c) service providers, (d) community resources, and (e) gratitude. Implications include truly executing a social model of disability, service provider and SPED teacher preparation to work in rural areas, policy changes to increase funding, and building community capacity.
2019-01-01T00:00:00ZExperiences of African American parents of students with autism and school partnerships
http://hdl.handle.net/10211.3/203775
Experiences of African American parents of students with autism and school partnerships
Brown, Isabella Chanette
This phenomenological inquiry was aimed at uncovering the experiences of African
American parents of school age children on the autism spectrum. The researcher sought
to understand how parents navigate school systems and to investigate the potential impact
for cultural brokers to enhance school partnerships by using Communities of Practice.
Data collection included 11 in-depth interviews with parents (9 mothers and 2 fathers) in
5 school districts and with 6 cultural brokers. Results show that parents face hardships
due to isolation, a general lack of knowledge about autism among others in their lives,
and inequitable power dynamics between school systems and participants. The outcome
of this work suggests ways to address these challenges by enacting measures to increase
trust and representation, provide training, and implement use of cultural brokers as a
bottom up approach to shifting parent-school power dynamics.
2018-01-01T00:00:00ZThe longitudinal progression of communication skills of individuals with Sanfilippo syndrome type B : a retrospective chart review
http://hdl.handle.net/10211.3/197311
The longitudinal progression of communication skills of individuals with Sanfilippo syndrome type B : a retrospective chart review
de Leon II, Roderick Xavier Nepomuceno
Sanfilippo syndrome type B is a rare genetic disorder typically causing central nervous
system failure, which significantly impacts speech and language skills. Individuals with
this disorder will typically experience initial period of development in their
communicative skills before experiencing signs of significant regression. This study aims
to examine how their communicative skills progress and regress. Using a retrospective
study of seventeen participants, the results demonstrate an initial progression of receptive
and expressive language skills, which range from low-average to below average on
standardized testing; but then starts to regress to below to significantly below average
skills starting around 3 years old. This study indicates the need for further research
regarding their communicative skills and future evidence-based practice.
2017-01-01T00:00:00Z