Mainstream Teachers' Experiences of Communicating with Students with Multiple and Severe Disabilities
Article
De Bortoli, Tania, Balandin, Susan, Foreman, Phil, Arthur-Kelly, Michael and Mathisen, Bernice. 2012. "Mainstream Teachers' Experiences of Communicating with Students with Multiple and Severe Disabilities." Education and Training in Autism and Developmental Disabilities. 47 (2), pp. 236-252.
| Article Title | Mainstream Teachers' Experiences of Communicating with Students with Multiple and Severe Disabilities |
|---|---|
| ERA Journal ID | 20721 |
| Article Category | Article |
| Authors | De Bortoli, Tania, Balandin, Susan, Foreman, Phil, Arthur-Kelly, Michael and Mathisen, Bernice |
| Journal Title | Education and Training in Autism and Developmental Disabilities |
| Journal Citation | 47 (2), pp. 236-252 |
| Number of Pages | 17 |
| Year | Jun 2012 |
| Publisher | Division on Autism and Developmental Disabilities |
| Place of Publication | United States |
| ISSN | 1079-3917 |
| 1547-0350 | |
| 2154-1647 | |
| Web Address (URL) | https://www.jstor.org/stable/23880103 |
| Abstract | The aim of this study uias to explore regular teachers' perceptions and experiences of suppor obstacles to communicative interactions for students with multiple and severe disabilities (MSD). Five te of students with MSD participated in two in-depth interviews. Interview transcripts were analysed using c analysis. Transcripts were coded into categories, which were then grouped to yield content themes. Particip identified a broad range of themes, including: the complex needs of students with MSD, teachers' training experience, communication education for teachers, the presence of peers without disabilities, the mains classroom, other staff in the school context, resources, infrastructure, the culture, size and geographical loc of the school, the home context, support from specialist personnel outside the school, including collaboration speech-language pathologists, the role of government departments, and broader societal factors. Ther complex, systemic influences on access to communicative interactions for students with MSD in mainst school settings. Inadequate systemic supports restrict communicative interactions between students wit and their teachers and peers without disabilities, and limit the involvement of students with M mainstream classroom activities. Further research is required with teachers of students with MSD to substa these preliminary findings. |
| Keywords | multiple and severe disabilities (MSD); mainstream classroom |
| Article Publishing Charge (APC) Funding | Other |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390411. Special education and disability |
| Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
| Byline Affiliations | University of Newcastle |
| Molde University College, Norway | |
| La Trobe University |
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