Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: four case studies from classrooms in special schools.
OBJECTIVE
This paper describes four case studies of communication support for students with multiple and severe disability (MSD) in special school classrooms that used a mentor-model approach to the professional development of educational staff.


METHODS
A range of observational and report instruments was used to measure student changes in communicative involvement and the views of teaching staff that engaged with them.


RESULTS
Four case studies of the contextual features, student needs and specific support strategies utilized in this study in four special school classrooms highlight the challenges that are faced by teaching staff in improving and maintaining student communication outcomes, and the reasons for these challenges.


CONCLUSIONS
The mentor-model approach to professional development for educators working with students with MSD holds promise as a general framework for intervention. Despite the inherent variability in student outcomes and the practical limitations in practice, educators reported that the approach was helpful.
School of Education, The University of Newcastle , Callaghan, NSW , Australia.
Deone
D
Bennett
Michael
M
Arthur-Kelly
Phil
P
Foreman
Judy
J
Neilands
D002648:Child; D002675:Child, Preschool; D003142:Communication; D006233:Persons with Disabilities / Q000534:rehabilitation*; D004517:Education, Professional / Q000379:methods / Q000458:organization & administration*; D004519:Education, Special / Q000379:methods / Q000458:organization & administration*; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors; D009633:Nonverbal Communication; D012574:Schools; D013334:Students