Papers by Susan Balandin
Journal of Intellectual & Developmental Disability, 2010
Older people with a lifelong disability, such as intellectual disability, face significant barrie... more Older people with a lifelong disability, such as intellectual disability, face significant barriers to enjoying active ageing as they transition into retirement. Active ageing involves enhancement of quality of life through optimising the health, participation, and security of individuals ...
Augmentative and Alternative Communication, 2009
1. Augment Altern Commun. 2009 Mar;25(1):1-3. Impact factors and the h-index: what researchers an... more 1. Augment Altern Commun. 2009 Mar;25(1):1-3. Impact factors and the h-index: what researchers and readers need to know. Balandin S, Stancliffe RJ. PMID: 19280418 [PubMed - indexed for MEDLINE]. Publication Types: Letter. MeSH Terms. ...
Disability and Rehabilitation: Assistive Technology, 2013
In this paper the perceptions of three mentors and three mentees who took part in a speech genera... more In this paper the perceptions of three mentors and three mentees who took part in a speech generating device (SGD) mentoring programme are presented. The aims of the study were to investigate the participants' views on taking part in the mentoring programme and their satisfaction with the outcomes. Information was gathered through semi-structured interviews with the six mentoring programme participants. Interview data were analysed for content themes. Thematic analysis revealed six themes. Of these themes, five were identified in both the mentor and mentee's data. These themes were: satisfaction with the SGD mentoring programme, mentee improvement in SGD use, the importance of a role model of SGD use, the SGD mentoring relationship as a helping relationship, and SGD mentoring contributes to mentor self-esteem. The remaining theme, mentors who use an SGD learn from the mentoring experience, was generated from the mentor's data only. The results of this study provide initial evidence in support of mentoring among people who use an SGD. A total of five of the six participants perceived that people learning an SGD can benefit from SGD mentoring by experienced users of SGDs and agreed on a need for such mentoring programmes to improve SGD use.
Journal of Developmental and Physical Disabilities, 2010
Abstract Volunteering has been identified as a route to paid work for adults with disability, inc... more Abstract Volunteering has been identified as a route to paid work for adults with disability, including those who use augmentative and alternative communication (AAC). However, it is not known if adults who use AAC volunteer in an attempt to gain paid work or if such ...
Publications by Susan Balandin
Purpose: This paper investigates the perceptions among parents and staff of how relational aspect... more Purpose: This paper investigates the perceptions among parents and staff of how relational aspects among students who use AAC, fellow students, and staff may affect the students’ social relationships.
Methods: The study included semi-structured interviews of 6 parents and 18 staff to 7 students using AAC. The interviews were audio-recorded, transcribed verbatim, and analyzed by using a constructivist grounded theory approach.
Results: The analysis identified several interactional facilitators and barriers to social relationships between students using AAC and fellow students.
Conclusions: The results demonstrated the importance of considering personal as well as environmental facilitators and barriers to the student using AAC’s social relationships. The complexities in how these interactional facilitators and barriers interact with each other are discussed in relation to previous research. Of special importance for the development of the students’ social relationships was shared experiences between students using AAC and fellow students, environmental adaption and support provided by staff and fellow students, staff’s efforts in building goodwill for students using AAC, and fellow students’ confidence in using AAC. As confidence in communicating was associated with reduction of the consequences of challenging communication with students using AAC, the results indicated the importance of providing communication training to fellow students.
KEYWORDS: Social relationships, facilitators and barriers, children, interaction, school, augmentative and alternative communication (AAC)
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Papers by Susan Balandin
Publications by Susan Balandin
Methods: The study included semi-structured interviews of 6 parents and 18 staff to 7 students using AAC. The interviews were audio-recorded, transcribed verbatim, and analyzed by using a constructivist grounded theory approach.
Results: The analysis identified several interactional facilitators and barriers to social relationships between students using AAC and fellow students.
Conclusions: The results demonstrated the importance of considering personal as well as environmental facilitators and barriers to the student using AAC’s social relationships. The complexities in how these interactional facilitators and barriers interact with each other are discussed in relation to previous research. Of special importance for the development of the students’ social relationships was shared experiences between students using AAC and fellow students, environmental adaption and support provided by staff and fellow students, staff’s efforts in building goodwill for students using AAC, and fellow students’ confidence in using AAC. As confidence in communicating was associated with reduction of the consequences of challenging communication with students using AAC, the results indicated the importance of providing communication training to fellow students.
KEYWORDS: Social relationships, facilitators and barriers, children, interaction, school, augmentative and alternative communication (AAC)
Methods: The study included semi-structured interviews of 6 parents and 18 staff to 7 students using AAC. The interviews were audio-recorded, transcribed verbatim, and analyzed by using a constructivist grounded theory approach.
Results: The analysis identified several interactional facilitators and barriers to social relationships between students using AAC and fellow students.
Conclusions: The results demonstrated the importance of considering personal as well as environmental facilitators and barriers to the student using AAC’s social relationships. The complexities in how these interactional facilitators and barriers interact with each other are discussed in relation to previous research. Of special importance for the development of the students’ social relationships was shared experiences between students using AAC and fellow students, environmental adaption and support provided by staff and fellow students, staff’s efforts in building goodwill for students using AAC, and fellow students’ confidence in using AAC. As confidence in communicating was associated with reduction of the consequences of challenging communication with students using AAC, the results indicated the importance of providing communication training to fellow students.
KEYWORDS: Social relationships, facilitators and barriers, children, interaction, school, augmentative and alternative communication (AAC)