Family influences and academic success: the perceptions of individuals using AAC.
Positive family influences have a significant impact on addressing school barriers to academic success for students from socially disadvantaged backgrounds. Due to inequities and attitudes toward people with complex communication needs, positive family influences may be critical in the academic success of students using AAC. This study asked the following question of eight United States high school graduates who have used augmentative and alternative communication (AAC): How do family influences positively affect the ability of students who use AAC to succeed in the secondary academic environment? Five themes emerged from the qualitative analysis of participants' narratives: (a) the impact of the family in seeking appropriate education, (b) homework as a challenge that was made easier through the involvement of the family, (c) the role of the family in communicating the importance of education, (d) mothers as driving forces of support, and (e) family encouragement for self-determination. This research allows families and schools to recognize the needs of students and to take action to meet them. It identifies the needs of families and schools in establishing relationships with each other, in terms of supporting requirements for accommodation, learning, motivation, and self-determination of students with complex commmunication needs.
Public Service Faculty, Institute on Human Development and Disability, University of Georgia, Athens, Georgia 30605, USA. trackensperger@ihdd.uga.edu
Tracy
T
Rackensperger
D000328:Adult; D001290:Attitude; D003143:Communication Devices for People with Disabilities / Q000523:psychology*; D003147:Communication Disorders / Q000523:psychology*; D006233:Persons with Disabilities / Q000193:education* / Q000523:psychology; D004522:Educational Status; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D036301:Qualitative Research