| The purpose of this qualitative study was to explore the participation patterns of teachers and children who are non-speaking and use augmentative/alternative communication (AAC) devices in the classroom. The conceptual framework undergirding this study was that of Cultural Historical Activity Theory, with its roots in the work of Lev Vygotsky. Participant observation in the classroom, field notes, videotape and interviews of the teachers and one child and her mother were used to collect data. The interviews and classroom videotapes were transcribed and analyzed at both the macro and micro level. Two children who were non-speaking, a four-year old male and an eleven year-old female and three teachers participated as subjects in this study. Results indicated teachers either to facilitate the lesson or to facilitate use of the AAC device, used four types of scaffolding. Scaffolding types were identified as: (a) conceptual scaffolding, (b) language production scaffolding, (c) physical scaffolding, and (d) participatory scaffolding. Factors that increased active participation included the teachers' use of (a) direct eye gaze, body position and alignment, (b) communication (both verbally and nonverbally) of expectations of the child, and (c) clear differentiation between scaffolding the activities of using the device and scaffolding the activity of learning within the lesson. Barriers to participation included (a) poor physical position and alignment of the child to the teacher and/or their peers, (b) the cultural historical norms that had been established between the teacher, the child and the paraprofessional, and (c) the articulated expectations for the child. |
