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 ID20721
Article CategoryArticle
AuthorsDe Bortoli, Tania, Balandin, Susan, Foreman, Phil, Arthur-Kelly, Michael and Mathisen, Bernice
Journal TitleEducation and Training in Autism and Developmental Disabilities
Journal Citation47 (2), pp. 236-252
Number of Pages17
YearJun 2012
PublisherDivision on Autism and Developmental Disabilities
Place of PublicationUnited States
ISSN1079-3917
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.

Keywordsmultiple and severe disabilities (MSD); mainstream classroom
Article Publishing Charge (APC) FundingOther
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390411. Special education and disability
Public Notes

Files associated with this item cannot be displayed due to copyright restrictions.

Byline AffiliationsUniversity of Newcastle
Molde University College, Norway
La Trobe University
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