Current mechanisms for adopting and supporting high-tech augmentative and alternative communication (AAC) within special-education appear limited in their success, despite recognition of the potential benefits they represent for young emerging communicators. Prior research in this field has been restricted to discrete survey or interview methodologies. We present a five-month mixed-methods ethnographic study in a special-education school to explore the facilitators and barriers experienced by those using technology, with children who have little or no functional speech, to stimulate communication and language comprehension. Our analysis supports the outcomes of earlier studies, but also furnishes novel insights into the scale and urgency of addressing the problem—with implications for user-centred design within this community. We highlight infrastructure, policy, and recruitment deficits, and propose a two-fold solution: (i) an increase in engagement with this population through the provision of enhanced, user-centred support; and (ii) induction of the cross-disciplinary role of Assistive Technologist, to serve as mediator between teacher, aided communicator, and their assistive technology. This work represents a contribution towards establishing more effective operational, interactional, and pedagogical support for learners using high-tech communication devices.

中文翻译：

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建立上下文

当前在特殊教育中采用和支持高科技辅助和替代沟通 (AAC) 的机制似乎在成功方面有限，尽管他们认识到它们为年轻的新兴沟通者带来的潜在好处。该领域的先前研究仅限于离散调查或访谈方法。我们在一所特殊教育学校进行了为期五个月的混合方法人种学研究，以探索那些使用技术的人所经历的促进因素和障碍，以及很少或没有功能性语言的儿童，以促进交流和语言理解。我们的分析支持早期研究的结果，但也为解决该问题的规模和紧迫性提供了新的见解——对这个社区内以用户为中心的设计有影响。我们强调了基础设施、政策和招聘方面的不足，并提出了一个双重解决方案：(i) 通过提供增强的、以用户为中心的支持来增加与这一人群的接触；(ii) 引入辅助技术专家的跨学科角色，充当教师、辅助沟通者及其辅助技术之间的调解人。这项工作有助于为使用高科技通信设备的学习者建立更有效的操作、交互和教学支持。辅助通信器及其辅助技术。这项工作有助于为使用高科技通信设备的学习者建立更有效的操作、交互和教学支持。辅助通信器及其辅助技术。这项工作有助于为使用高科技通信设备的学习者建立更有效的操作、交互和教学支持。