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dc.contributor.author Mukhopadhyay, S.
dc.contributor.author Nwaogu, P.
dc.date.accessioned 2010-07-08T08:28:14Z
dc.date.available 2010-07-08T08:28:14Z
dc.date.issued 2009-12
dc.identifier.citation Mukhopadhyay, S. & Nwaogu, P. (2009) Barriers to teaching non-speaking learners with intellectual disabilities and their impact on the provision of augmentative and alternative communication, International Journal of Disability, Development and Education, Vol. 56, No. 4, pp. 349-362 en_US
dc.identifier.issn 1034-912X
dc.identifier.uri http://hdl.handle.net/10311/532
dc.description.abstract The purpose of this investigation was to gain an understanding of the challenges of teaching non-speaking learners with intellectual disabilities and the scope of augmentative and alternative communication (AAC) used in primary school settings in Gaborone, Botswana. A qualitative interview methodology was used to investigate the experiences of 11 special educators working with non-speaking learners with intellectual disabilities. Participants of the study revealed that teaching non-speaking students with intellectual disabilities is challenging. The study further showed that AAC systems were not widely used in Botswana, and that teachers lacked knowledge and skills. Nevertheless, the participants recognised the importance of AAC in enhancing the functional communication skills of the non-speaking learners with intellectual disabilities. Based on the findings recommendations are made to pave the way forward. en_US
dc.language.iso en en_US
dc.publisher Routledge. http://www.informaworld.com en_US
dc.subject Augmentative and alternative communication (AAC) en_US
dc.subject Intellectual disabilities en_US
dc.subject Special education in Botswana en_US
dc.subject Qualitative research en_US
dc.title Barriers to teaching non-speaking learners with intellectual disabilities and their impact on the provision of augmentative and alternative communication en_US
dc.type Published Article en_US


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