Enhancing Classroom-Based Communication Instruction for Students with Significant Disabilities and Limited Language

Autor/inn/en	Geist, Lori; Erickson, Karen; Greer, Claire; Hatch, Penelope
Titel	Enhancing Classroom-Based Communication Instruction for Students with Significant Disabilities and Limited Language
Quelle	In: Exceptionality Education International, 30 (2020) 1, S.42-54 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Students with Disabilities; Severe Disabilities; Nonverbal Communication; Teacher Student Relationship; Instructional Effectiveness; Augmentative and Alternative Communication; Language Impairments; Special Education; Classroom Techniques; Communication Skills; Vocabulary; Reading Aloud to Others; Children + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Klassenführung; Kommunikationsstil; Wortschatz; Child; Kind; Kinder
Abstract	Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on non-symbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities. (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01