Participation in school for students who use augmentative and alternative communication: A qualitative study of enablers and barriers to participation in regular lower secondary school

Abstract

Students who use augmentative and alternative communication as compensation for limited or no functional speech have few opportunities to participate in a regular school. This study builds on the argument that communication, participation, belonging, and inclusion are part of democracy and are essential to student's learning in school. Sociocultural theory underpins this statement by promoting learning as a relational and social activity. Inclusive education (UNESCO 1994) is promoted in school for all students under international and Norwegian education legislation and policy.