@article{a1a2aaa065da480ab353f1c45ac15943,
title = "Vocabulary Requirements for Writing Activities for the Academically Mainstreamed Student with Disabilities",
abstract = "Students with disabilities, who are academically integrated, require sufficient literacy skills to effectively participate in classroom activities. Those with limited spelling skills may need augmentative and alternative communication [AAC] support that provides access to appropriate vocabulary for classroom communication. The purpose of this research project was to document the vocabulary used during selected written assignments by students from second through sixth grade in a regular elementary school. This information was collected to assist the AAC team as they developed an augmented writing system and a remedial writing program for a 12-year-old student with severe dysarthria due to cerebral palsy. The frequency of word occurrence was calculated from letter writing, language arts, and science written assignments completed by the nondisabled students. The integration of the vocabulary use data into the augmented writing system to support this student in her classroom endeavors is discussed.",
keywords = "Communication, Education, Literacy, Vocabulary",
author = "McGinnis, {Jacquelyn S.} and Beukelman, {David R.}",
note = "Funding Information: Tice for his extensive help with data analysis, and toColumbus, OH: Charles Merrill. Nancy Brown and Dan Henslee for technical assistance.training with persons having severe communication impairment.Fristoe, M., & Lloyd, L. (1979). Signs used in manual communication The authors would also like to thank Jon Miller andAAESPH, 4, 364-373. Robin Chapman of the Language Analysis LaboratorKyelly, M., & Chapanis, A. (1977). Limited vocabulary natural language at the University of Wisconsin-Madison. This researchdialogue.I nternational Journal of Man-Machine Studies3, 490,- was supported in part by the Barkley Memorial Trust350. and Grant No. G008530093, U.S. Department of Edu-munication devices: A comparison of three techniUqnupeus.b lishedLow-Morrow, D. (1988V).o cabulary selection for augmentative com- cation. masters thesis, University of Nebraska-Lincoln. Address reprint requests to: Jacquelyn S. McGinnisM,iller, J., & Chapman, R. (1984). Disorders of communication: Inves-317 Barkley Memorial Center, University of Nebraska-tigating the development of language of mentally retarded children. Lincoln, Lincoln, Nebraska 68583-0738 USA. Rinsland, H. (1945)A. basic vocabulary of elementary school children.American Journal of Mental Deficiency,( 58)8, 536-545. New York: Macmillan. Stuart, S. (1988). Vocabulary selection—Augmentative communica-Berger, K. (1967). The most common words used in conversationst.ion. South Dakota Speech Language Hearing Association Journal, Journal of Communication Disorders2, 011, -214. 31, 17-19. Beukelman, D. R.. Yorkston, K. M., Poblete, M., & Naranjo, C. (1984Y).orkston, K., Dowden P., Honsinger, M., Marriner, N., & Smith, K. Frequency of word occurrence in communication samples pro-(1988). A comparison of standard and user vocabularAy uligs-ts. duced by adult communication aid usJeorusr.n al of Speech & mentative and Alternative Communicatio1n8,9 4-2, 10. Hearing Disorders, 493,6 0-367. Vanderheiden, G., & Kelso, D. (1987). Comparative analysis of fixed-Cartwright, G. (1969). Written expression and spelling. In Ft. Smitvhocabulary communication acceleration techniAquugems. entative (Ed.). Teacher diagnosis of educational difficu(lptipe.s 95-117). and Alternative Communication1, 936, -206.",
year = "1989",
month = jan,
day = "1",
doi = "10.1080/07434618912331275186",
language = "English (US)",
volume = "5",
pages = "183--191",
journal = "AAC: Augmentative and Alternative Communication",
issn = "0743-4618",
publisher = "Informa Healthcare",
number = "3",
}