Language, speech, and hearing services in schools · 2026
Graduate Student Perspectives on the Experiences and Needs of Vietnamese American Families of Children Who Use Augmentative and Alternative Communication: A Service-Learning Project.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Soto Gloria, Algaheim Ehab, Bui Oanh, Tran Thao, Da Fonte Alexandra, Robinson Nancy, Clarke Michael T
Аннотация
PURPOSE: This article examines graduate student perspectives on the experiences and needs of Vietnamese American parents of children with augmentative and alternative communication (AAC) needs, developed through a service-learning project.
METHOD: Over 16 weeks, graduate students in special education and speech-language pathology programs engaged in open-ended conversations, collaborative activities, and reflective assignments with Vietnamese American families. Through these interactions, they gained insight into the families' perspectives and the barriers they face when implementing AAC for their children across multiple settings, including home, school, and community.
RESULTS: Students identified multiple barriers to AAC use at home, including systemic constraints, lack of training for both families and professionals, language and cultural mismatches, technological challenges, and financial strain. Students reported that parents felt unsupported and often excluded from decision-making processes. They also voiced a need for culturally and linguistically relevant resources, AAC tools, and stronger collaboration with school teams.
CONCLUSION: The findings illustrate the value of service learning in preparing future professionals to deliver equitable, culturally responsive, and family-centered AAC services and highlight how engaging directly with underserved families can deepen students' understanding of communication inequities and foster a commitment to advocacy across educational and clinical settings.
METHOD: Over 16 weeks, graduate students in special education and speech-language pathology programs engaged in open-ended conversations, collaborative activities, and reflective assignments with Vietnamese American families. Through these interactions, they gained insight into the families' perspectives and the barriers they face when implementing AAC for their children across multiple settings, including home, school, and community.
RESULTS: Students identified multiple barriers to AAC use at home, including systemic constraints, lack of training for both families and professionals, language and cultural mismatches, technological challenges, and financial strain. Students reported that parents felt unsupported and often excluded from decision-making processes. They also voiced a need for culturally and linguistically relevant resources, AAC tools, and stronger collaboration with school teams.
CONCLUSION: The findings illustrate the value of service learning in preparing future professionals to deliver equitable, culturally responsive, and family-centered AAC services and highlight how engaging directly with underserved families can deepen students' understanding of communication inequities and foster a commitment to advocacy across educational and clinical settings.