Comprehensive Literacy Instruction, Interprofessional Collaborative Practice, and Students With Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 193-205 ◽  
Author(s):  
Karen A. Erickson
Keyword(s):  
Literacy Instruction ◽  
Critical Role ◽  
Severe Disabilities ◽  
Literacy Acquisition ◽  
Collaborative Practice ◽  
Career Readiness ◽  
Team Members ◽  
Interprofessional Collaborative Practice ◽  
Comprehensive Literacy ◽  
Students With Severe Disabilities

PurposeThe purpose of this clinical focus article is to briefly describe comprehensive emergent and conventional literacy instruction for students with severe disabilities. Specific attention is given to interprofessional collaborative practice and the roles of team members in planning and delivering instruction.MethodA rationale for the delivery of comprehensive instruction that balances skill and meaning emphases is provided with reference to new college and career readiness standards, the literature on literacy acquisition for students without disabilities, and, when possible, the literature on literacy acquisition for students with severe disabilities. Specific instructional approaches are presented to demonstrate how teams can actively engage students with severe disabilities in instruction that is collaborative, participatory, and interactive.Results/ConclusionsSuccessful provision of comprehensive literacy instruction that allows students with severe disabilities to achieve conventional literacy takes time and the efforts of a collaborative interprofessional team. Speech-language pathologists play a critical role on these teams as they ensure that students with severe disabilities have the language and communication supports they need to be successful.

Addressing the Communication and Other Needs of Persons With Severe Disabilities Through Engaged Interprofessional Teams: Introduction to a Clinical Forum

2017 ◽  
Vol 26 (2) ◽  
pp. 157-161 ◽  
Author(s):  
Billy T. Ogletree
Keyword(s):  
Service Delivery ◽  
Effective Communication ◽  
Severe Disabilities ◽  
Collaborative Practice ◽  
Speech Language Pathologists ◽  
Team Members ◽  
Interprofessional Teams ◽  
Interprofessional Collaborative Practice ◽  
Clinical Methodology

Purpose Interprofessional collaborative practice (IPCP) is introduced as a viable and preferred clinical methodology for speech-language pathologists and others serving persons with severe disabilities. Contributions to this clinical forum dedicated to IPCP and severe disabilities are described. Method This clinical focus article introduces IPCP and reviews literature specific to its origins and effectiveness, defines severe disabilities, and proposes IPCP as a vital tenet in effective communication-related and other service delivery for this population. Conclusion IPCP is supported as a recommended practice methodology for speech-language pathologists and other team members providing services to persons with severe disabilities.

The Trifocus Framework and Interprofessional Collaborative Practice in Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 162-180 ◽  
Author(s):  
Susan M. Bruce ◽  
Susan M. Bashinski
Keyword(s):  
Severe Disabilities ◽  
Collaborative Practice ◽  
Communication Intervention ◽  
Future Research ◽  
Knowledge And Skills ◽  
Interprofessional Collaborative Practice ◽  
Communication Partner ◽  
Communication Partners ◽  
Communication Needs ◽  
Fidelity Measures

PurposeIndividuals with severe disabilities are a diverse group of learners with complex communication needs. This article presents a synthesis of the literature addressing the five strategies of the trifocus framework, with its triadic structure of learner with disability, communication partner, and environment. The application of interprofessional collaborative practice (IPCP) to the implementation of trifocus framework communication strategies is emphasized.MethodA literature search was conducted using Google Scholar and EBSCO to identify literature and research studies on IPCP and communication intervention for learners with severe disabilities, published 1994–2015, and then organized within the trifocus framework. The trifocus strategies are enhancing sensitivity, utilizing routines, increasing communication opportunities, modifying the communication environment, and augmenting input. Studies that included at least one participant with severe disabilities and their communication partners were considered. A secondary search was then conducted by reviewing the articles referenced in the original articles.ConclusionEffective IPCP in communication intervention considers the learner's characteristics, the knowledge and skills required of communication partners, and effective environmental arrangements to support communication. Future research should include clear participant descriptions, documentation of fidelity measures, and evidence of generalization to support professionals to know when findings are relevant to the individuals they serve.

Cotreatment as a Vehicle for Interprofessional Collaborative Practice: Physical Therapists and Speech-Language Pathologists Collaborating in the Care of Children With Severe Disabilities

2017 ◽  
Vol 26 (2) ◽  
pp. 206-216 ◽  
Author(s):  
Lorraine Sylvester ◽  
Billy T. Ogletree ◽  
Karen Lunnen
Keyword(s):  
Physical Therapy ◽  
Physical Therapists ◽  
Severe Disabilities ◽  
Collaborative Practice ◽  
International Classification Of Functioning ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Interprofessional Collaborative Practice ◽  
Language Pathology ◽  
Accepted Practice

PurposeThis article defines interprofessional collaborative practice and links its key features with accepted practice conceptualizations of physical therapy. Cotreatment with speech-language pathology is described as a vehicle for interprofessional collaborative practice for children with severe disabilities.MethodThe article reviews the International Classification of Functioning, Disability, and Health (WHO, 2015) and the Hypothesis-Oriented Algorithm for Clinicians II (Rothstein, Echternach, & Riddle, 2003) as existing service-delivery frameworks in physical therapy and discusses how interprofessional collaborative practice between speech-language pathologists and physical therapists can be useful within these practice guidelines.ResultsA case illustration featuring interprofessional collaborative practice during cotreatment for a child with severe disabilities through physical therapy and speech-language pathology showed more seamless care and better progress in the pursuit of three main goals: physical movement, communication of needs, and participation in classroom activities.ConclusionsInterprofessional collaborative practice is supported as a recommended practice methodology for physical therapists and speech-language pathologists serving persons with severe disabilities.

Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication

2011 ◽  
Vol 36 (3-4) ◽  
pp. 100-111 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Stacy K. Dymond ◽  
Janet S. Gaffney
Keyword(s):  
Special Education ◽  
General Education ◽  
Literacy Instruction ◽  
Augmentative And Alternative Communication ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Alternative Communication ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
Teachers Perspectives

The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the Illinois Alternate Assessment were surveyed, and results were analyzed using descriptive and inferential statistics. Results indicate that teachers prefer to provide life-skills-linked literacy instruction in special education classrooms and consider student characteristics and features of the general education curriculum when making these decisions. Also, the setting had a significant effect on teachers' rankings of preferred literacy skills to teach. Teachers may not understand how to adapt literacy content or how access to literacy instruction in a variety of contexts may benefit their students with severe disabilities.

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

2019 ◽  
Vol 86 (3) ◽  
pp. 330-347
Author(s):  
Pam Hunt ◽  
Elizabeth Kozleski ◽  
Jaehoon Lee ◽  
Kathleen Mortier ◽  
Danielle Fleming ◽  
...  
Keyword(s):  
General Education ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Instruction ◽  
Intervention Group ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Control Group ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the “business-as-usual” control group received literacy instruction planned by special education teachers to address the students’ individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings.

The Integrated Programming Team: An Approach for Coordinating Professionals of Various Disciplines in Programs for Students with Severe and Multiple Handicaps

1987 ◽  
Vol 12 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Philippa H. Campbell
Keyword(s):  
Functional Assessment ◽  
Team Member ◽  
Severe Disabilities ◽  
Educational Settings ◽  
Related Services ◽  
Student Progress ◽  
Team Members ◽  
Hands On ◽  
Educational Structures ◽  
Students With Severe Disabilities

Historically, several different team structures have been used to provide assessment and programming by various disciplines in educational settings. Student goals are established on the basis of isolated assessments by each team member with remedial programming provided through either direct (hands-on) or indirect (consultative) services. This article describes an alternate approach to team programming that uses parents and professionals to select unified programming goals, provide direct and indirect related services, integrate programming methods, and monitor student progress. Program philosophy and overall functional assessment-curriculum organizes team members and guides implementation within various educational structures serving students with severe disabilities.

Implementing College and Career Readiness: Critical Dimensions for Youth with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 187-204 ◽  
Author(s):  
Mary E. Morningstar ◽  
Alison L. Zagona ◽  
Hatice Uyanik ◽  
Jingrong Xie ◽  
Stephanie Mahal
Keyword(s):  
Severe Disabilities ◽  
State Standards ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Critical Dimensions ◽  
College And Career ◽  
Interpersonal Engagement ◽  
The Common ◽  
Students With Severe Disabilities ◽  
College And Career Ready

Focused attention to the Common Core State Standards (CCSS) and college and career readiness (CCR) has been attributed to increased secondary school reform efforts directed at ensuring all students graduate high school prepared for adulthood. To successfully experience college and careers, students must have the knowledge, skills, and experiences associated with engagement in core academics, as well as essential nonacademic competencies such as growth mindsets, problem-solving, and interpersonal engagement. This study sought out insights and perspectives from national experts to understand the skills, opportunities, and supports needed to ensure students with severe disabilities are college and career ready. The study offers research results focused on initial insights supportive of inclusive postsecondary outcomes for youth with severe disabilities.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

“How Can a Student with Severe Disabilities Be in a Fifth-Grade Class When He Can’t Do Fifth-Grade Level Work?” Misapplying the Least Restrictive Environment

2019 ◽  
Vol 45 (1) ◽  
pp. 23-27
Author(s):  
Michael F. Giangreco
Keyword(s):  
General Education ◽  
Least Restrictive Environment ◽  
Severe Disabilities ◽  
Fifth Grade ◽  
Team Members ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Restrictive Environment ◽  
Inclusive Schooling

This article briefly responds to the following question: Why aren’t more students with severe disabilities being placed in general education classrooms? I offer five reasons why more students with severe disabilities are not included, because: (a) ableism persists, (b) schools continue to misapply the least restrictive environment provisions of the Individuals with Disabilities Education Act in placement determinations, (c) too many team members have difficulty conceptualizing curricular inclusion, (d) some professionals pit placement against instruction as an “either/or” proposition, and (e) typical approaches to systems change leave behind students with severe disabilities. The article calls on the field to continue and speed the change process so that more students can benefit sooner from inclusive schooling.

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