Meeting the Communication Needs of Students With Severe and Multiple Disabilities in General Education Classrooms

2001 ◽  
Vol 9 (3) ◽  
pp. 147-156 ◽  
Author(s):  
June E. Downing
Keyword(s):  
General Education ◽  
Multiple Disabilities ◽  
Severe And Multiple Disabilities ◽  
Communication Needs ◽  
General Education Classrooms

Perspectives From General Education Teachers, Students and Their Parents: Including Students With Robust Communication Devices in General Education Classrooms

2012 ◽  
Vol 21 (3) ◽  
pp. 105-114
Author(s):  
Christine Kramlich
Keyword(s):  
General Education ◽  
General Education Teachers ◽  
Complex Communication Needs ◽  
Education Teacher ◽  
General Education Teacher ◽  
Communication Devices ◽  
Communication Needs ◽  
General Education Classrooms

Abstract Teachers face a number of challenges with regard to including students, but especially when including those who have complex communication needs and use speech-generating devices (SGDs). Parents are interested in collaborating with teachers, but may find themselves with differing opinions than school and staff. Students using SGDs want to be part of the class, not just physically in the classroom. Finding ways to communicate and work together is critical to overcoming these challenges and facilitating inclusion. In this process, it is important to consider the perspectives of the general education teacher, the parent of the student using the SGD, classmates, and, most important, the student using the SGD.

scholarly journals INCLUSION AND d/DEAF AND HARD OF HEARING STUDENTS: A QUALITATIVE META-ANALYSIS

2018 ◽  
Vol 8 (2) ◽  
pp. 4-19
Author(s):  
Khalid Alasim ◽  
◽  
Peter V. Paul ◽  
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Social Development ◽  
Hard Of Hearing ◽  
Meta Analysis ◽  
Inclusion Criteria ◽  
School Environments ◽  
Communication Needs ◽  
Home And School ◽  
General Education Classrooms

This study investigated the prominent perspectives on the effects of inclusion on d/Deaf and hard of hearing (d/Dhh) students. A systematic search of databases and journals was conducted. The researchers identified 23 studies that met the inclusion criteria, and other articles were analyzed to support the interpretations and provide suggestions for the improvement of inclusion. Inclusion of d/Dhh students in general education classrooms is controversial because of the students’ unique language and communication needs. In addition, there are contradictory findings regarding the effects of inclusion on academic achievement and social development. These inconsistent findings were primarily due to the use of different research methodologies, different measurements and tests, and the diverse experiences of the home and school environments. Based on the findings of this study, recommendations for further research are suggested.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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