PT Journal
AU Mastalir, J
   Koudelkova, M
TI VYZNAM TYMOVE SPOLUPRACE PRI PODPORE AAK U ZAKU S PORUCHAMI KOMUNIKACE
SO EduPort
PY 2025
VL 9
IS 1
DI 10.21062/edp.2025.002
DE alternative and augmentative communication; impaired communication skills; primary school student; teamwork
AB Appropriate teamwork can be considered as one of the key factors in promoting alternative and augmentative communication (AAC) in individuals with impaired communication abilities. A cooperative effort of support and open communication among all involved is one of the significant predictors of successful and natural implementation of AAC in the individual's life. The aim of this paper is to reflect on the process of supporting AAC in two pupils educated in a primary school, established under § 16 of the Education Act, by those directly involved in the process. Furthermore, to find out what form, within the selected time periods, the described teamwork has taken or is currently taking. Methods: a qualitative research design was chosen to reflect on the cooperation of those involved in AAC support with two selected pupils. These were the people who form the so-called "AAC support team" for the pupils: two class teachers, - pupil 1. and 2., the mother of pupil 2., a special educator from the special education centre and the communication and speech teacher who currently works with both pupils. A semi-structured interview was chosen The specific interview items were, in relation to the aim and research questions divided into three predefined thematic areas, which naturally follow each other in terms of content and time: searching for a suitable AAC system; testing and putting the AAC system into practice; current setup and current functioning. The results of the research investigation show that the form of cooperation accentuates the natural processes in the school environment.The communication and speech teacher of the school in question and the teaching staff in the classroom (class teacher, teaching assistant) play a significant role in the promotion of communication for both pupils. Significant support for one of the pupils was also observed on the part of the family, representing in particular the mutual and regular sharing of information, based on personal contact. For the first pupil, the use of manual signs has been successful. For the second pupil, AAC support is more comprehensive, involving school staff and family, with progress influenced by the pupil's health. In both cases, the speech teacher plays a key role, providing methodological support and coordination. The findings highlight the importance of involving as many formal and informal communication partners of the pupil as possible in the process of AAC support, at all stages - in relation to the school environment and beyond.
ER