Complex contextual influences on the communicative interactions of students with multiple and severe disabilities

Article


De Bortoli, Tania, Arthur-Kelly, Michael, Foreman, Phil, Balandin, Susan and Mathisen, Bernice. 2011. "Complex contextual influences on the communicative interactions of students with multiple and severe disabilities." International Journal of Speech-Language Pathology. 13 (5), pp. 422-435. https://doi.org/10.3109/17549507.2011.550691
Article Title

Complex contextual influences on the communicative interactions of students with multiple and severe disabilities

ERA Journal ID8706
Article CategoryArticle
AuthorsDe Bortoli, Tania, Arthur-Kelly, Michael, Foreman, Phil, Balandin, Susan and Mathisen, Bernice
Journal TitleInternational Journal of Speech-Language Pathology
Journal Citation13 (5), pp. 422-435
Number of Pages14
YearOct 2011
PublisherTaylor & Francis
Place of PublicationUnited States
ISSN1441-7049
1742-9528
1754-9507
1754-9515
Digital Object Identifier (DOI)https://doi.org/10.3109/17549507.2011.550691
Web Address (URL)https://www.tandfonline.com/doi/full/10.3109/17549507.2011.550691
Abstract

The aim of this study was to explore teachers' perceptions and experiences of supports and obstacles to engaging students with multiple and severe disabilities (MSD) in communicative interactions at school. Eleven teachers of students with MSD participated in two in-depth interviews. Interview transcripts were analysed for narrative structure and content themes. Inter-coder reliability for coding of content themes was 87.5%. Participants identified a broad range of factors, including: characteristics of individual students, attitudes, perceptions and beliefs of teachers and other staff, class structure, staffing, opportunities for collegiality, resources, funding, infrastructure, collaboration with speech-language pathologists, appropriate communication education for teachers, the role of government departments, and broader societal factors. The findings suggest that there are complex contextual influences on the communicative interactions of students with MSD. While inadequate systemic supports appear to contribute to low frequencies of communication, systemic factors can be structured so that students participate in activities and have opportunities for communication. Further research is required with teachers of students with MSD to substantiate these findings.

KeywordsCommunication; multiple and severe disabilities; students; school; teachers; teachers' aides; speech-language pathology
Article Publishing Charge (APC) FundingOther
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390411. Special education and disability
Public Notes

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Byline AffiliationsUniversity of Newcastle
Molde University College, Norway
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