Inclusive Education for High School Students with Severe Intellectual Disabilities: Supporting Communication

Abstract

This article provides a summary of different strategies used to support the complex communication needs of high school students with severe intellectual disabilities and additional impairments who are included in general education classrooms. The premise of this paper is that students with severe cognitive disabilities benefit from inclusive educational opportunities at the high school level and can acquire critical communication skills, given the necessary support. High school students typically communicate for a variety of purposes and use a variety of different modes of communication. This variety in purpose and mode extends to students who do not use speech and have other severe disabilities. The role that peers can play in the development of communication for high school students is described, as well as the need to critically evaluate the learning environment in order to identify communication opportunities.

The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication

“…These include: being in close proximity to the A person who uses AAC, responding 34 quickly to the user"s communicative attempts, use of "wh" and open-ended questions, modeling language and the AAC system and pausing expectantly (Basil, 1992;Binger, Kent-Walsh, Berens, Del Campo, & Rivera, 2008;Downing, 2005;Kent-Walsh & McNaughton, 2005). Although the participants did not alter their frequency or clarity of device use following the intervention, they did make use of the social-regulative vocabulary provided which may have aided the range and flexibility of their communication.…”

“…Many will rely on the skills of their communication partner to provide a platform for easy and effective communication. McDougall, & Shepherd, 2006;Binger et al, 2008;Carter & Maxwell, 1998;Downing, 2005;Kent-Walsh & McNaughton, 2005;McNaughton et al, 2008). However, most studies have included some or all of these strategies as part of a group of strategies taught in an intervention program.…”

“…(Carter & Maxwell, 1998;Downing, 2005;Lund & Light, 2007;Myers, 2007). Lund and Light (2007) (Light & Binger, 1998;Light et al, 1985).…”

“…Providing pause time while engaged in interactions with people who use AAC may be critical as a strategy to facilitate the development of their communicative competence (Basil, 1992;Binger et al, 2008;Downing, 2005;Johnston et al, 2003;41 Light et al, 1994;McCauley & Fey, 2006) Clinically, it is thought that pause time is useful for people using AAC for several reasons. Firstly, pauses may help the communication partner recognize communicative behaviors and attempts by a person using AAC and therefore respond accordingly (Clarke & Wilkinson, 2008).…”

“…In order for the delivery of AAC services to be effective in achieving these goals, assessment and intervention needs to occur in natural environments and include communication partners. responses to the communication attempts of the person using AAC and not pausing long enough to provide opportunity for a turn to occur (Carter & Maxwell, 1998;Downing, 2005;Lund & Light, 2007;Myers, 2007). In addition, people using AAC are unique in …”