THE RISK OF INEFFECTIVE INSTRUCTIONAL DESIGN BASED ON ALTERNATIVE AUGMENTATIVE COMMUNICATION: IMPLICATIONS FOR THE SCHOOL-FAMILY RELATIONSHIP IN SCHOOL INCLUSION

Vincenza Borghese, Federica Badii Esposito

Abstract


This study examines the implementation of Alternative Augmentative Communication (AAC) in secondary schools. The qualitative-quantitative approach involved the administration of the Index for Inclusion and the School-Parent Communication Scale. The results support the effectiveness of AAC as a strategy to improve inclusion and the school-family relationship.


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DOI: https://doi.org/10.32043/gsd.v9i2.1296

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