Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom

Gregg, Katy

doi:10.1007/s10643-016-0789-7

Cited by 9 publications

(12 citation statements)

References 11 publications

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“…Consequently, the lack of an effective communication system interferes with and hinders activities of daily living for the child with deaf-blindness (Omugur, 2016 ). Communication challenges in children who are deaf-blind, coupled with difficulties with self-regulation and self-monitoring, may trigger frustration and result in challenging behaviours in this group (Greg, 2017 ; Nelson & Bruce, 2016 ). Communication challenges can further cause frustration also for the communication partners (Greg, 2017 ), who in this case happen to be the educators and assistant educators of these children.…”

Section: Resultsmentioning

confidence: 99%

“…Communication challenges in children who are deaf-blind, coupled with difficulties with self-regulation and self-monitoring, may trigger frustration and result in challenging behaviours in this group (Greg, 2017 ; Nelson & Bruce, 2016 ). Communication challenges can further cause frustration also for the communication partners (Greg, 2017 ), who in this case happen to be the educators and assistant educators of these children. It is therefore imperative that an effective method of communication is fostered to prevent misinterpretations between the two parties (Gendreau, 2011 ).…”

Section: Resultsmentioning

confidence: 99%

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Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators

Manga

Masuku

2020

South African Journal of Communication Disorders

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Background Evidence suggests that educators of deaf-blind students in the South African context have specific challenges in the educational setting because of their lack of adequate knowledge on deaf-blindness and a lack of sufficient training on communication, teaching and learning strategies. Objectives The aim of this study was to describe the challenges experienced by educators and assistant educators of children with deaf-blindness. Method Ten educators and assistant educators were selected purposively to participate in the study (Male = 3; Female = 7; age range 31–49 years). Participants were recruited from a school for the deaf-blind in Johannesburg. Participants completed semi-structured interviews on the challenges that they experienced when educating learners who are deaf-blind. Results Findings from the data after inductive thematic analysis suggested the following: (1) under-preparedness of educators and assistant educators, (2) communication challenges, (3) challenges related to the diversity of deaf-blind learners and (4) lack of support structures for educators and assistant educators. Conclusion There is a need for ongoing educator training on communication strategies, cultural diversity and inclusive strategies. A collaborative model of delivering training and inclusive education that will encompass educators and therapists as a means of supporting both the educator and the learner who is deaf and blind is needed. Such a collaboration may result in positive outcomes for both the educator and the deaf-blind learner.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators

Manga

Masuku

2020

South African Journal of Communication Disorders

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“…Communication disorders are often characterized by delays in speech, hearing, or language (Gregg, 2017). The DSM-5 (American Psychiatric Association, 2013) describes four main communication disorders that affect children including: language disorder; speech sound disorder; childhood-onset fluency disorder (stuttering) and social (pragmatic) communication disorder.…”

Section: Communication Disordersmentioning

confidence: 99%

The nature of the risk faced by pedestrians with neurodevelopmental disorders: A systematic review

Wilmut

Purcell

2021

Accident Analysis & Prevention

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“…Consequently, the lack of an effective communication system interferes with and hinders activities of daily living for individuals with deaf-blindness (Patrick, 2015). Communication challenges in persons who are deaf-blind are common, coupled with difficulties with self-regulation and self-monitoring, and this may trigger frustration and result in challenging behaviours in this group (Greg, 2017;Nelson & Bruce, 2016). Communication challenges can further cause frustration for the communication partners (Greg, 2017), who are the lecturers and significant others.…”

Section: "In Class I Am Accepted By My Peers As I Contribute In Class...mentioning

confidence: 99%

“…Communication challenges in persons who are deaf-blind are common, coupled with difficulties with self-regulation and self-monitoring, and this may trigger frustration and result in challenging behaviours in this group (Greg, 2017;Nelson & Bruce, 2016). Communication challenges can further cause frustration for the communication partners (Greg, 2017), who are the lecturers and significant others. It is therefore imperative that an effective method of communication is fostered to prevent misinterpretations between the communicating parties (Gendreau, 2011).…”

Section: "In Class I Am Accepted By My Peers As I Contribute In Class...mentioning

confidence: 99%

Prospects and Challenges of Educating a Deaf-Blind Student in a University in Ghana

Dogbe,

Anku

2024

EJES

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This study explored the challenges and prospects of educating a deaf-blind student in a public university in Ghana. The study utilised an exploratory qualitative research design based on interviews and observation to explore how the deaf-blind learner navigated university life. The study found that the challenges experienced by all stakeholders included a lack of knowledge and understanding about deaf-blindness, communication challenges, inadequate preparation of educators/teachers and resource persons, lack of support structures for all stakeholders, and the time-consuming nature needed to educate the deaf-blind learner. The study recommends continuous in-service training on basic knowledge of deaf-blindness, instructional and socially inclusive strategies, and communication modes for deaf-blind learners for all stakeholders. A collaborative team approach to delivering training and inclusive education that involves all stakeholders is necessary. The study concludes that if lecturers of learners who are deaf-blind are provided with the necessary training on the skills and knowledge of facilitating communication with their students, this would, in turn, contribute positively towards teaching and learning. Article visualizations:<img src="/-counters-/soc/0662/a.php" alt="Hit counter" />

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Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom

Cited by 9 publications

References 11 publications

Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators

Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators

The nature of the risk faced by pedestrians with neurodevelopmental disorders: A systematic review

Prospects and Challenges of Educating a Deaf-Blind Student in a University in Ghana

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