Interaction, Inclusion and Students with Profound and Multiple Disabilities: Towards an Agenda for Research and Practice

Autor/inn/en	Arthur-Kelly, Michael; Foreman, Phil; Bennett, Deone; Pascoe, Sue
Titel	Interaction, Inclusion and Students with Profound and Multiple Disabilities: Towards an Agenda for Research and Practice
Quelle	In: Journal of Research in Special Educational Needs, 8 (2008) 3, S.161-166 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
Schlagwörter	Educational Research; Multiple Disabilities; Quality of Life; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; Severe Disabilities; Literature Reviews; Special Needs Students; Cognitive Ability; Interpersonal Relationship; Interpersonal Competence; Interpersonal Communication; Student Participation + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Multiple disability; Mehrfachbehinderung; Lebensqualität; Inclusive school; Integrative Schule; Severe disability; Schwerbehinderung; Sonderpädagogischer Förderbedarf; Denkfähigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Interpersonale Kommunikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The needs of students with profound and multiple disabilities (PMD) have received more attention in the educational research and best practice literature over the past decade, especially in relation to the importance of maximising their social and communicative engagement. However, perhaps as a function of their low incidence rate and resultant difficulties in obtaining research funding, there appears to be little in the way of a coherent vision for research in the international literature. In this paper we argue the need for a systematic programme of research into the nature of learning processes and outcomes for members of this group. Several issues emerge from a review of selected literature and from some recent observational data and descriptive case studies collected in special and inclusive classrooms. First, there is the importance of identifying ways of better understanding the complex experiences of members of this population, with particular attention to the ongoing contribution of behaviour state assessment as a means of measuring individual alertness and responsiveness. We argue that improved uptake of this approach will do much to advance our knowledge of life quality for this population and assist in more fully evaluating the effectiveness of educational interventions. Second, we explore the potential of social and communicative engagement in a variety of settings as a means of enhancing learning and participation in this group. We suggest that interpersonal variables are the key to improvements in educational support for this vulnerable group. Potential directions in research and practice are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10