Socio-communicative perspectives on research and evidence-based practice in the education of students with profound and multiple disabilities

Michael Arthur-Kelly*, Sandra Bochner, Yola Center, Magdalena Mok

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    15 Citations (Scopus)

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)161-176
    Number of pages16
    JournalJournal of Developmental and Physical Disabilities
    Volume19
    Issue number3
    DOIs
    Publication statusPublished - Jun 2007

    Keywords

    • Behavior states
    • Communication
    • Educational practices
    • Multiple disability
    • Profound disability

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