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Improving the performance of Multifunctional Resource Rooms teachers in using AAC resources

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An in-service training program was implemented to prepare special education teachers who work at Multifunctional Resource Rooms to devise and use AAC resources and to adapt instructional materials and procedures to teach nonvocal students enrolled in regular classrooms. A 30 item - questionnaire was administered to 10 resource room teachers before and after the intervention that lasted nine months. The training program involved reading and discussing texts, lectures on language development and AAC resources, video presentations, planning adapted activities, constructing adapted instructional materials, demonstrating the use of softwares, and vocalizers. The data showed that after the training, the participants improved their competence in evaluating students┬┤ communicational needs and in matching the AAC low and high tech resources to these needs. There was also an increase in: (a) constructing and making available communication boards for helping students to communicate and to perform academic activities, (b) using softwares, especially the Boardmaker, to elaborate these AAC boards; (c) offering instructional softwares to the students; (d) proposing adapted instructional procedures and materials in reading, writing and math activities, and (e) elaborating adapted evaluations.

Author(s):

LEILA REGINA NUNES    
UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO
Brazil

CAROLINA SCHIRMER    
UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO
Brazil

JANAINA LARRATE    
INSTITUTO HELENA ANTIPOFF
Brazil

MARISTELA SIQUEIRA    
INSTITUTO HELENA ANTIPOFF
Brazil

VERA LUCIA VAL    
INSTITUTO HELENA ANTIPOFF
Brazil

 

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