Inclusive Education for High School Students with Severe Intellectual Disabilities: Supporting Communication.
This article provides a summary of different strategies used to support the complex communication needs of high school students with severe intellectual disabilities and additional impairments who are included in general education classrooms. The premise of this paper is that students with severe co...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 21; no. 2; pp. 132 - 149 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2005
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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=hlh&AN=17588862&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 17588862 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Jun2005 vid: 21 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 17588862 10.1080/07434610500103582 ppf: 132 ppct: 17 formats: tig: atl: Inclusive Education for High School Students with Severe Intellectual Disabilities: Supporting Communication. aug: au: Downing, June E. affil: California State University - Northridge, Northridge, CA, USA su: Communication education Means of communication for people with disabilities Inclusive education Students with disabilities High school students sug: subj: Communication education Means of communication for people with disabilities Inclusive education Students with disabilities High school students keyword: Augmentative and alternative communication Complex communication needs Severe disabilities ab: This article provides a summary of different strategies used to support the complex communication needs of high school students with severe intellectual disabilities and additional impairments who are included in general education classrooms. The premise of this paper is that students with severe cognitive disabilities benefit from inclusive educational opportunities at the high school level and can acquire critical communication skills, given the necessary support. High school students typically communicate for a variety of purposes and use a variety of different modes of communication. This variety in purpose and mode extends to students who do not use speech and have other severe disabilities. The role that peers can play in the development of communication for high school students is described, as well as the need to critically evaluate the learning environment in order to identify communication opportunities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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