Preservice Teachers’ Preparation in Communication Instruction for Students with Extensive Support Needs

Author ORCID Identifier

Natalie Andzik: https://orcid.org/0000-0001-6704-9405

Publication Title

Research and Practice for Persons with Severe Disabilities

ISSN

15407969

E-ISSN

21692408

Document Type

Article

Abstract

Many students with extensive support needs (ESN) benefit from specific instruction as well as a range of communication supports to develop effective communication repertoires and fully participate in their educational experience. Although evidence-based practices and supports addressing the communication needs of students with ESN have been identified, there remain concerns about whether preservice special education teachers have been adequately prepared to implement them. The purpose of this study was to explore the perceptions of preservice special education teachers related to their preparation in communication instruction for students with ESN. Participants reported varying levels of preparedness and a range of experiences in terms of the quantity and content of coursework and opportunities to apply knowledge and skills within their programs. We present implications for future research directions and teacher preparation programs.

First Page

57

Last Page

64

Publication Date

3-1-2022

DOI

10.1177/15407969221074720

Keywords

augmentative and alternative communication, communication, extensive support needs, teacher preparation

Department

Department of Special and Early Education

Link to Full Text

Share

COinS