AAC in the Integrated Kindergarten Since the mid-1980s, there has been a growing movement toward educating students with special needs in inclusive settings (Stain-back, Stainback, & Forest, 1989). At that time, special education moved from the homogenous grouping of students with disabilities toward heterogeneous special day classes. Educationally, the political climate was certainly not in ... Article
Article  |   June 01, 2004
AAC in the Integrated Kindergarten
Author Affiliations & Notes
  • Marilyn J. Buzolich
    Augmentative Communication & Technology Services (ACTS), San Francisco
Article Information
Augmentative & Alternative Communication / School-Based Settings / Articles
Article   |   June 01, 2004
AAC in the Integrated Kindergarten
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, June 2004, Vol. 14, 18-23. doi:10.1044/nnsld14.2.18
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, June 2004, Vol. 14, 18-23. doi:10.1044/nnsld14.2.18
Since the mid-1980s, there has been a growing movement toward educating students with special needs in inclusive settings (Stain-back, Stainback, & Forest, 1989). At that time, special education moved from the homogenous grouping of students with disabilities toward heterogeneous special day classes. Educationally, the political climate was certainly not in favor of special programs for children with like needs and abilities. It was at this time that the Bridge School in Hillsborough, California, was founded. Bridge School is a nonpublic school located on the grounds of North Elementary and Crocker Middle School in the Hillsborough Unified School District. It provides a unique educational experience for students who require Augmentative Communication (AAC) and Assistive Technology (AT) to speak, write, and participate in an educational setting. The goal of Bridge School is to return students to their home school district once they’ve achieved mastery using tools for speaking and writing, tools that enable them to actively participate in the least restrictive educational setting.
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