School participation and social networks of children with complex communication needs, physical disabilities, and typically developing peers

Parimala Raghavendra, Catherine Olsson, Janelle Sampson, Rachael Mcinerney, Timothy Connell

    Research output: Contribution to journalArticle

    61 Citations (Scopus)

    Abstract

    The aim of the study was to describe and compare the school participation and social networks of children with physical disabilities and complex communication needs (Group CCN), children with physical disabilities only (Group PD), and children with typical development (Group TD). The 39 participants, 1015 years of age, were observed for 4 hours at school. School staff and the parent and/or child provided information on children's social networks. A striking observation was that, while participants in Group TD continuously conversed and socialized with peers inside and outside classrooms; those in Group CCN rarely used aided AAC, were provided with limited communication opportunities at school, and had fewer acquaintances and friends. Findings warrant intervention at the participation level at school and in the community.

    Original languageEnglish
    Pages (from-to)33-43
    Number of pages11
    JournalAugmentative and Alternative Communication
    Volume28
    Issue number1
    DOIs
    Publication statusPublished - Mar 2012

    Keywords

    • Adolescents
    • Children
    • Complex communication needs
    • Peers
    • Physical disabilities
    • School participation
    • Social networks

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