| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系輔助科技碩士班 === 102 === The main purpose of this study was to address profeesional knowledge and compentency in assistive technology(AT) and augmentative and alternative communication(AAC) for Speech-Language-Pathologists(SLP) and special education teachers, as well as their the current status of application and difficulties. The researcher designed a questionnaire to collect relevant data from the speech-language pathologists in whole Taiwan and special education teachers in Kaohsiung and Tainan two cities.
The questionnaires were sent to 240 research participants. The returning rate of the questionnaires was 83.3%, and 200 copies are valid. The questionnaire was composed of “AT and AAC competencies”, “skill in communication aids” and “influencing factors of AAC application”, which analyzed the overall dimensions and items above three parts. The data were analyzed by descriptive statistics, t-test, one-way ANOVA. The conclusions for this study were as follows:
1.The SLPs and special education teachers had middle to above level in the competencies of AT and AAC, and both of the occupatuions were no significant differences. The SLPs were better on the knowledge of AAC basic content,but special education teachers were on the evaluation, selection and adjustment of communication aids.
2.The SLPs’ personal background variables in “AT and AAC competencies” were significantly different from service department , but age, degree of education, age of service, and AT education background were no significant differences.
3.The special education teachers’ personal background variables in “AT and AAC competencies” were significantly different of AT education background , but age, degree of education, service department, and age of service were no significant differences.
4.The SLPs of skill in communication aids were between ”visual (non-operation) experience” to “had operation experience” but the special education teachers were between “knowing the communication aids” to ” visual(non-operation) experiemce”
5.Both of them will considerate client’s prerequisite abilities and communication needs before providing AAC service. Most of clients were autism spectrum disorders. All of the communication aids,low-tech aids were used most of the time.The SLPs usually use self-made communication aids and communication aids purchased by client’s parents, but the special education teachers were from the Special Education Resources Center.
6.The SLPs and special education teachers had middle to above level sence of identity in the influencing factors of AAC application, and both of the occupatuions were no significant differences. SLPs considered that major influencing factor of AAC application were “policy factors”,but special education teachers considered “using aids factors”.
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