Two studies were conducted in the state of Washington to determine the size, characteristics, and intervention needs of school-age nonspeaking students, as well as the professional staff and school district needs related to implementing augmentative communication systems. Multihandicapped and severely/profoundly retarded students made up the largest proportions of nonspeaking students identified. Sign language and gestures/emotional reactions were the most frequently employed augmentative communication systems. In-service training in the implementation of augmentative communication systems was among the most frequently identified professional staff need. Release time and funding for workshops were the most frequently indicated district needs.
ASJC Scopus subject areas
- Speech and Hearing