Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: Four case studies from classrooms in special schools

Abstract

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.

• Communication
• interaction
• mentor
• multiple and severe disability
• teacher development

Ethical statement

All ethical processes and protocols were followed as required by The University of Newcastle and the relevant state educational authority.

Notes

1. All participant names are pseudonyms.

2. Jelly Bean and Big Mac switches allow people with limited movement to operate electronic equipment or choose between options.