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 ID | 8706 |
| Article Category | Article |
| Authors | De Bortoli, Tania, Arthur-Kelly, Michael, Foreman, Phil, Balandin, Susan and Mathisen, Bernice |
| Journal Title | International Journal of Speech-Language Pathology |
| Journal Citation | 13 (5), pp. 422-435 |
| Number of Pages | 14 |
| Year | Oct 2011 |
| Publisher | Taylor & Francis |
| Place of Publication | United States |
| ISSN | 1441-7049 |
| 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. |
| Keywords | Communication; multiple and severe disabilities; students; school; teachers; teachers' aides; speech-language pathology |
| 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 |
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