Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: four case studies from classrooms in special schools.
Dev Neurorehabil
; 17(2): 90-8, 2014 Apr.
Article
em En
| MEDLINE
| ID: mdl-24694310
ABSTRACT
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.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Estudantes
/
Mentores
/
Pessoas com Deficiência
/
Comunicação
/
Educação Profissionalizante
/
Educação Inclusiva
/
Docentes
Tipo de estudo:
Prognostic_studies
Limite:
Child
/
Child, preschool
/
Female
/
Humans
/
Male
Idioma:
En
Ano de publicação:
2014
Tipo de documento:
Article