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| Autor/inn/en | Arthur-Kelly, Michael; Bennett, Deone; Neilands, Judith; Foreman, Phil |
|---|---|
| Titel | Case Reflections on Communication Support for Students with Multiple and Severe Disability in Australian General Classrooms |
| Quelle | In: Journal of International Special Needs Education, 17 (2014) 2, S.70-78 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2159-4341 |
| DOI | 10.9782/2159-4341-17.2.70 |
| Schlagwörter | Foreign Countries; Severe Disabilities; Multiple Disabilities; Communication Strategies; Related Services (Special Education); Classroom Communication; Mentors; Models; Student Needs; Inclusion; Classroom Observation Techniques; Intervention; Feedback (Response); Followup Studies; Program Effectiveness; Teaching Methods; Australia |
| Abstract | This paper provides a descriptive narrative on some recent research processes and outcomes in general classrooms in Australia that include students with multiple and severe disability. A mentor-model approach to professional development for the teaching staff was employed and this paper outlines what happened, along with some of the specific needs and goals of the participating students and teaching personnel. Although the results were quite variable, a number of interesting findings relating to teacher effects and the limited role of peers in enhancing interactions with students with such complex needs are identified and discussed. (As Provided). |
| Anmerkungen | Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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