This presentation will report on efforts to improve teachers’ knowledge and skills in teaching and supporting the use of AAC in special-needs schools in Japan.
In Japan, the number of students in special-needs education and the number of students in special-needs schools are increasing every year. However, there has been no significant increase in the number of students with physical disabilities. The degree of disability of students with physical disabilities tends to be more severe and multiple, and the majority of students in special support schools (physical disabilities) have severe and multiple disabilities.
Although there are many cases where teachers in charge of special-needs education become teachers after majoring in special-needs education in university teacher training programs, the demand has not kept pace with the increase in the number of students who are the target of special-needs education. In addition, many teachers engaged in special support education tend to be inexperienced, and there are few teachers who have acquired sufficient knowledge and skills necessary for teaching and support. Therefore, teachers are expected to acquire specialized knowledge and skills in special-needs education through in-school and out-of-school training after working at a special-needs school.
In special-needs schools (for the physically disabilities), there is a trend toward more severe and multiple disabilities among students, and more advanced knowledge and skills are required. Although there are many students with significant cognitive and communication difficulties, and expectations for AAC knowledge and skills are high, there are very few teachers who have the AAC knowledge and skills necessary for teaching and support. In this presentation, we will introduce our efforts to improve the knowledge and skills of teachers who teach and support students with physical disabilities by examining issues related to AAC in situations of teaching and supporting students in special-needs schools (physical disabilities) and providing support for solutions.
The cases presented are about the use of switches. In the first case, the environment was not suitable for children because it was focused on the input method of “pushing” switches, but by setting up an input environment with less burden on children, they were able to operate the equipment independently.
The second case is an example in which, in setting up an input environment with switches that are easier for the child to operate, a deeper understanding of the child’s cognition and learning state was gained, leading to the realization of a more appropriate learning environment setting.
These two cases suggest that improving teachers’ knowledge and skills in AAC utilization can be achieved not only by teaching knowledge and skills, but also by helping them solve problems that are specific to the school’s issues.
