Training boosts teacher confidence in supporting students with speech disabilities
A Swedish study of 82 teachers and classroom assistants found that specialized communication skills training significantly improved their confidence in helping students who use speech assistance technology. The finding matters for schools and policymakers designing teacher training programs: confidence gaps in supporting disabled students may be easier to close than previously thought.
Originaltitel: The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students' questions in whole class interaction
<p>This study investigates the effect of communication skills training concerning aided-speaking students' questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.</p>