International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 5
Available Online: 20 February 2025
Author/s:
Red, Niña Alexandra A.
University of Batangas, Philippines (2102052@ub.edu.ph)
Abstract:
Over recent years, Augmentative and Alternative Communication (AAC) tools, such as communication boards, have become increasingly recognized in special education. However, their application, especially for learners with Down syndrome, remains limited in the local context. This study aimed to evaluate the effectiveness of contextualized, parent-mediated communication boards, focusing on factors such as the medium of instruction, familiarity with the home environment, color use, and readability. Employing a case study and developmental design, the study involved a learner with Down syndrome, her primary caregiver, and family members. Data were collected over three weeks through observation checklists and unstructured interviews, and analyzed using thematic analysis. The findings suggest that contextualized, parent-mediated AAC effectively enhanced the learner’s communication skills. However, several factors are crucial for the effectiveness of these tools. Parental involvement in the design and development process is essential to ensure the communication boards meet the learner’s needs. A major limitation identified was the inconsistency in using the boards, influenced by the caregiver’s time constraints and environmental factors. Additionally, adapting the boards for various social contexts outside the home presented challenges. Based on the findings, it is recommended that future researchers should consider the application and adaptation of contextualized communication boards for other learners with similar conditions. Key areas for exploration include assessing their long-term effectiveness, evaluating their suitability for diverse populations, and refining their design based on feedback from learners, families, and educators.
Keywords: down syndrome, case study, ADDIE Model, Augmentative and Alternative Communication (AAC), contextualized parent-mediated communication boards
DOI: https://doi.org/10.5861/ijrse.2025.25850
Cite this article:
Red, N. A. A. (2025). Design and development of contextualized, parent-mediated communication boards for learners with down syndrome. International Journal of Research Studies in Education, 14(5), 109-124. https://doi.org/10.5861/ijrse.2025.25850