Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/110923
26 Visitors
27 Hits
0 Downloads
- Title
- Socio-communicative perspectives on research and evidence-based practice in the education of students with profound and multiple disabilities
- Related
- Journal of developmental and physical disabilities, Vol. 19, Issue 3 (2007), p.161-176
- DOI
- 10.1007/s10882-007-9045-9
- Publisher
- Springer
- Date
- 2007
- FoR/RFCD Code(s)
-
110300 Clinical Sciences
- Author/Creator
- Arthur-Kelly, Michael
- Author/Creator
- Bochner, Sandra
- Author/Creator
- Center, Yola
- Author/Creator
- Mok, Magdalena
- Description
- The challenge to define and refine evidence-based practice in the education of students with profound and multiple disabilities has emerged as an important focus of research and discussion over the past decade. In this paper, a model of educational ecologies serving members of this group is introduced as a means of linking individual abilities, human contexts and the wider research and practice agenda in this field. Two particular themes that are addressed are the important contribution of behavior state assessment and recognition of the interdependence of social and communicative factors in educational settings. Implications of this model are evaluated in terms of future priorities in staff development, inclusive practices in curriculum and instructional practices as well as broader quality of life considerations.
- Description
- 16 page(s)
- Subject Keyword
- 110300 Clinical Sciences
- Subject Keyword
- profound disability
- Subject Keyword
- multiple disability
- Subject Keyword
- communication
- Subject Keyword
- educational practices
- Subject Keyword
- behavior states
- Resource Type
- journal article
- Organisation
- Macquarie University. Dept. of Education
- Identifier
- http://hdl.handle.net/1959.14/110923
- Identifier
- ISSN:1056-263X
- Identifier
- mq-rm-2009008097
- Language
- eng
- Reviewed
List Of Titles
