The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools.

The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools. Research Abstract Details 

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The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools. Abstract Text:

Phil Foreman,Michael Arthur-Kelly,Sue Pascoe,Phil Foreman,Michael Arthur-Kelly,Sue Pascoe,

Background The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included. Method Six teachers and six teacher aides in special (segregated) schools were provided with a short, intensive training program designed to improve their communicative interactions with students with multiple and severe disability (MSD) in their classes. Behaviour state assessment was used for pre- and post-testing of six students. Teachers and aides completed self-report scales related to their communication skills, knowledge and concerns prior to and at the conclusion of the training program. Results While staff reported improved skills and knowledge, this was not reflected in improvements in the communicative interactions of the students as observed in their classrooms. Conclusions The training provided may not have been sufficient to change well-established teaching and interaction processes. Further research using in-school collaborative mentors is planned.

The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools. Publishing Authors By Initials

P Foreman,M Arthur-Kelly,S Pascoe,P Foreman,M Arthur-Kelly,S Pascoe,

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The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools. Journal Published:

PUBLICATION TYPE: Journal Article

Journal: Journal of intellectual & developmental disability

VOLUME: 32

Page Numbers: 233-47

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ISSN: 1366-8250

DAY: 30

MONTH: Dec

YEAR: 2007

The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools. Information

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LANGUAGE: eng

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AFFILIATION: The University of Newcastle, Australia.

Country: England

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MEDLINETA: J Intellect Dev Disabil

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