Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: Four case studies from classrooms in special schools.
Objective: This paper describes four case studies of communication support for students with multiple and severe disability (MSD) in special school classrooms that used a mentor-model approach to the professional development of educational staff. Methods: A range of observational and report instrume...
| Publicado en: | Developmental Neurorehabilitation Vol. 17; no. 2; pp. 90 - 99 |
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| Autores principales: | , , , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104059229&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104059229 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17518423 2Y75 jtl: Developmental Neurorehabilitation issn: 17518423 maglogo: Y pubinfo: dt: Apr2014 vid: 17 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104059229 95341963 10.3109/17518423.2013.861528 NLM24694310 104059229 ppf: 90 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: Four case studies from classrooms in special schools. aug: au: Bennett, Deone Arthur-Kelly, Michael Foreman, Phil Neilands, Judy sug: subj: Communication Support, Psychosocial Education, Special Mentorship Professional Development Children with Disabilities Human Child Male Female Teachers Adult Scales Seminars and Workshops Child: 6-12 years Adult: 19-44 years Male Female ab: Objective: This paper describes four case studies of communication support for students with multiple and severe disability (MSD) in special school classrooms that used a mentor-model approach to the professional development of educational staff. Methods: A range of observational and report instruments was used to measure student changes in communicative involvement and the views of teaching staff that engaged with them. Results: Four case studies of the contextual features, student needs and specific support strategies utilized in this study in four special school classrooms highlight the challenges that are faced by teaching staff in improving and maintaining student communication outcomes, and the reasons for these challenges. Conclusions: The mentor-model approach to professional development for educators working with students with MSD holds promise as a general framework for intervention. Despite the inherent variability in student outcomes and the practical limitations in practice, educators reported that the approach was helpful. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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