The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland

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dc.contributor.authorFrizelle, Pauline
dc.contributor.authorLyons, Caoimhe
dc.contributor.funderIrish Research Councilen
dc.date.accessioned2022-04-21T14:41:24Z
dc.date.available2022-04-21T14:41:24Z
dc.date.issued2022-04-13
dc.date.updated2022-04-21T14:34:15Z
dc.description.abstractKey word signing, an unaided augmentative, and alternative communication (AAC) system is commonly used by children with Down syndrome who attend mainstream primary schools. To ensure the successful use of key word signing within a mainstream environment, a meaningful, contextually appropriate sign vocabulary must be available to all communication partners. The aim of this study was to develop a core school-based key word signing vocabulary to facilitate effective communication between children with Down syndrome and their communication partners in the first year of mainstream primary school. Four key groups-participants with Down syndrome, their peers, teachers, and special needs assistants-and a speech-language pathologist contributed to the vocabulary over the course of an academic year, through observations, semi-structured interviews, and guided tours of the school environment. Based on criteria of frequency and commonality, 140 words were considered to be core vocabulary. The current study provides new insights into the complex process of vocabulary selection for children who use key word signing at school and highlights the importance of access to a functional sign vocabulary in facilitating inclusive education practices.en
dc.description.sponsorshipIrish Research Council (Project ID EBPPG/2019/139)en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationFrizelle, P. and Lyons, C. (2022) 'The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland', Augmentative and Alternative Communication. doi: 10.1080/07434618.2022.2050298en
dc.identifier.doi10.1080/07434618.2022.2050298en
dc.identifier.eissn1477-3848
dc.identifier.issn0743-4618
dc.identifier.journaltitleAugmentative and Alternative Communicationen
dc.identifier.urihttps://hdl.handle.net/10468/13108
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rights© 2022, the Authors. Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectAugmentative and alternative communicationen
dc.subjectCore vocabularyen
dc.subjectDown syndromeen
dc.subjectKey word signingen
dc.subjectInclusive educationen
dc.titleThe development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Irelanden
dc.typeArticle (peer-reviewed)en
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