1,770
Views
28
CrossRef citations to date
0
Altmetric
Original Article

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

Pages 132-148 | Published online: 12 Jul 2009

References

  • Agran, M., & Alper, S. (2000). Curriculum and instruction in general education: Implications for service delivery and teacher preparation. Journal of the Association for Persons with Severe Handicaps, 25, 167–174.
  • Arthur, M. (2003). Socio-communicative variables and behavior states in students with profound and multiple disabilities: Descriptive data from school settings. Educa-tion and Training in Mental Retardation and Developmental Disabilities, 38, 200–219.
  • Balandin, S., & Iacono, T. (1998). Topics of meal-break conversations. Augmentative and Alternative Communica-tion, 14, 131–146.
  • Beck, A.R., Thompson, J.R., Clay, S.I., Hutchins, M., Vogt, W.P., Romaniak, B., & Sokolowski, B. (2001). Preservice professionals' attitudes toward children who use augmen-tative/alternative communication. Education and Training in Mental Retardation and Developmental Disabilities, 36, 255–271.
  • Beukelman, DR., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe com-munication disorders in children and adults (2nd Edn). Baltimore, MD: Paul H. Brookes.
  • Brady, N.C., & McLean, L.K. (2000). Emergent symbolic relations in speakers and nonspeakers. Research in Developmental Disabilities, 21, 197–214.
  • Brown, F., Gothelf, CR., Guess, D., & Lehr, D. (1998). Self-determination for individuals with the most severe disabilities: Moving beyond chimera. Journal of the Association for Persons with Severe Handicaps, 23, 17–26.
  • Burstein, N., Sears, S., Wilcoxen, A., Cabello, B., & Spagna, M. (2004). Moving toward inclusive practices. Remedial and Special Education, 25, 104–116.
  • Carrier, J. (1974). Nonspeech noun usage training with severely and profoundly retarded children. Journal of Speech and Hearing Research, 17, 510–517.
  • Carter, M., & Maxwell, K. (1998). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Jour-nal of Disability, Development and Education, 45, 75–96.
  • Cress, C.J. (2002). Expanding children's early augmented behaviors to support symbolic development. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 219–272). Baltimore, MD: Paul H. Brookes.
  • Cress, CJ., & Marvin, C.A. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication, 19, 254–272.
  • Dennis, R. (2002). Nonverbal narratives: Listening to people with severe intellectual disability. Research and Practice for Persons with Severe Disabilities, 27, 239–249.
  • Downing, J.E. (2002). Including students with severe and multiple disabilities in typical classrooms: Practical strate-gies for teachers (2nd Edn). Baltimore, MD: Paul H. Brookes.
  • Downing, J.E., & Eichinger, J. (2003). Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36(1), 26–32.
  • Downing, J.E., Spencer, S.A., & Cavallaro, C. (2004). The development of an inclusive charter elementary school: Lessons learned. Research and Practice for Persons with Severe Disabilities, 29, 11–24.
  • Durand, V.M. (1999). Functional communication training using assistive devices: Recruiting natural communities of reinforcement. Journal of Applied Behavior Analysis, 32, 247–267.
  • Fisher, D., Pumpian, I., & Sax, C. (1998). High school attitudes about and recommendations for their peers with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 272–282.
  • Fisher, M., & Meyer, L.H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Re-search and Practice for Persons with Severe Disabilities, 27, 165–174.
  • Friend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial and Special Educa-tion, 21, 130–132.
  • Giangreco, M.F. (2000). Related services research for students with low-incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in Schools, 31, 230–239.
  • Giangreco, M.F., Edelman, S.W., Nelson, C., Young, MR., & Kiefer-O'Donnell, R. (1999). Changes in educational team membership for students who are deaf-blind in general education classes. Journal of Visual Impairment and Blindness, 93, 166–173.
  • Guralnick, M.J. (Ed.). (1997). The effectiveness of early intervention. Baltimore, MD: Paul H. Brookes.
  • Hamre-Nietupski, S., Dvorsky, S., McKee, A., Nietupski, J., Cook, J., & Costanza, C. (1999). Going home: General and special education teachers' perspectives as students with moderate/severe disabilities return to rural neighbor-hood schools. Education and Training in Mental Retardation and Developmental Disabilities, 34, 235–259.
  • Harwood, J., Warren, S.F., & Yoder, P. (2002). The importance of responsivity in developing contingent exchanges with beginning communicators. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 59–95). Baltimore, MD: Paul H. Brookes.
  • Helmstetter, E., Peck, C.A., & Giangreco, M.F. (1994). Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students. Journal of the Association for Persons with Severe Handicaps, 19, 263–276.
  • Hendrickson, J.M., Shokoohi-Yekta, M., Hamre-Nietupski, S., & Gable, R.A. (1996). Middle and high school students' perceptions on being friends with peers with severe disabilities. Exceptional Children, 63, 19–28.
  • Hetzroni, 0.E., & Roth, T. (2003). Effects of a positive support approach to enhance communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities, 38, 95–105.
  • Hughes, C., Carter, E.W., Hughes, T., Bradford, E., & Copeland, S.R. (2002a). Effects of instructional versus non-instructional roles on the social interactions of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37, 146–162.
  • Hughes, C., Copeland, SR., Agran, M., Wehmeyer, ML., Rodi, M.S., & Presley, J.A. (2002b). Using self-monitor-ing to improve performance in general education high school classes. Education and Training in Mental Retarda-tion and Developmental Disabilities, 37, 262–272.
  • Hughes, C., Rodi, M.S., Loren, S.W., Pitkin, SE., Derer, KR., Hwang, B., & Cai, X. (1999). Social interactions of high school students with mental retardation and their general education peers. American Journal of Mental Retardation, 104, 533–544.
  • Hunt, P., Farron-Davis, F., Wrenn, M., Hirose-Hatae, A., & Goetz, L. (1997). Promoting interactive partnerships in inclusive educational settings. Journal of the Association for Persons with Severe Handicaps, 22, 122–137.
  • Hunt, P., Soto, G., Maier, J., Muller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmen-tative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18, 20–35.
  • Iacono, T.A. (2003). Pragmatic development in individuals with developmental disabilities who Use AAC. In J.C. Light, D.R. Beukelman, & J. Reichle (Eds.), Commu-nicative competence For individuals who use AAC: From research to effective practice (pp. 323–360). Baltimore, MD: Paul H. Brookes.
  • Jorgensen, C.M. (1998). Restructuring high schools for all students: Taking inclusion to the next level. Baltimore, MD: Paul H. Brookes.
  • Kamps, D. Potucek, J., Dugan, E., Kravitz, T., Gonzalez-Lopez, A., Garcia, J., Carnazzo, K., Morrison, L., & Kane, L.G. (2002). Peer training to facilitate social interactions for elementary students with autism and their peers. Exceptional Children, 68, 173–187.
  • Kangas, K.A., & Lloyd, L.L. (1988). Early cognitive skills as prerequisite to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4, 211–221.
  • Koskie, J., & Freeze, R. (2000). A critique of multi-disciplinary teaming: Problems and possibilities. Developmental Disabilities Bulletin, 28(1), 1–17.
  • Light, J.C. (1997). "Communication is the essence of human life": Reflections on communicative competence. Aug-mentative and Alternative Communication, 13, 61–70.
  • Light, J.C., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes.
  • Light, J.C., Parsons, A.R., & Drager, K. (2002). "There's more to life than cookies": Developing interactions for social closeness with beginning communicators who use AAC. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Im-plications for AAC (pp. 187–218). Baltimore, MD: Paul H. Brookes.
  • Logan, KR., & Keefe, E.B. (1997). A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms. Journal of the Association for Persons with Severe Handi-caps, 22, 16–27.
  • Mar, H.H., & Sall, N. (1999). Profiles of the expressive communication skills of children and adolescents with severe cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34, 77–89.
  • McLeskey, J., Henry, D., & Hodges, D. (1999). Inclusion: What progress is being made across disability categories? Teaching Exceptional Children, 31(3), 60–65.
  • Mirenda, P. (1997). Supporting individuals with challenging behavior through functional communication training and AAC: Research and review. Augmentative and Alternative Communication, 13, 207–225.
  • Mirenda, P. (1999). Augmentative and alternative commu-nication techniques. In J.E. Downing (Ed.), Teaching communication skills to students with severe disabilities (pp. 119–138). Baltimore, MD: Paul H. Brookes.
  • Mirenda, P., & Erickson, K.A. (2000). Augmentative communication and literacy. In A.M. Wetherby & B.M. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective (pp.333–367). Baltimore, MD: Paul H. Brookes.
  • Mirenda, P., Iacono, T., & Williams, R. (1990). Commu-nication options for persons with severe and profound disabilities: State of the art and future directions. Journal of the Association for Persons with Severe Handicaps, 15, 3–21.
  • Oliver, C., & Halle, J. (1982). Language training in the every day environment: Teaching functional sign use to a retarded child. Journal of the Association for Persons with Severe Handicaps, 8, 50–62.
  • Parette, P., Chuang, S.J.L., & Huer, M.B. (2004). First-generation Chinese American families' attitudes regard-ing disabilities and educational interventions. Focus on Autism and Other Developmental Disabilities, 19, 14–23.
  • Pugach, MC., & Johnson, L.J. (2001). Collaborative practitioners: Collaborative schools (2 nd ed.). Baltimore, MD: Paul H. Brookes.
  • Reeve, CE., & Carr, E.C. (2000). Prevention of severe behavior problems in children with developmental disorders. Journal of Positive Behavior Interventions, 2, 144–160.
  • Reichle, J. (1997). Communication intervention with persons who have severe disabilities. Journal of Special Education, 31, 110–134.
  • Reichle, J., Beukelman, DR., & Light, J.C. (Eds.). (2002). Exemplary practices for beginning communicators: Im-plications for AAC. Baltimore, MD: Paul H. Brookes.
  • Reichle, J., Halle, J., & Drasgow, E. (1998). Implementing augmentative communication systems. In S.F. Warren & M.E. Fey (Series Eds.) & A.M. Wetherby, S.F. Warren, & J. Reichle (Vol. Eds.), Communication and language intervention series: Vol. 7. Transitions in prelinguistic communication (pp. 417-436). Baltimore, MD: Paul H. Brookes.
  • Rogers-Adkinson, DL., Ochoa, TA., & Delgado, B. (2003). Developing cross-cultural competence: Serving families of children with significant developmental needs. Focus on Autism and Other Developmental Disabilities, 18, 4–8.
  • Romski, M.A., & Sevcik, R.A. (1996). Breaking the speech barrier: Language development through augmented means. Baltimore, MD: Paul H. Brookes.
  • Romski, M.A., & Sevcik, R.A. (2003). Augmented input: Enhancing communication development. In J.C. Light, D.R. Beukelman, & J. Reichle (Eds.), Communication competence for individuals who use AAC: From research to effective practice (pp. 147–162). Baltimore, MD: Paul H. Brookes.
  • Ryndak, DL., & Fisher, D. (Eds.). (2003). The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education (2 nd ed..) Baltimore, MD: TASH.
  • Sands, D.J., & Wehmeyer, M.L. (Eds.). (2001). Self-determination across the life span: Independence and choice for people with disabilities. Baltimore, MD: Paul H. Brookes.
  • Schiefelbusch, R.L., & Lloyd, L.L. (Eds.). (1974). Language perspectives: Acquisition, retardation, and intervention. Baltimore, MD: University Park Press.
  • Seligman, M. (1993). Helplessness: On depression, develop-ment, and death. San Francisco, CA: Freeman.
  • Shapiro-Barnard, S. (1998). A rationale for inclusive high school. In C.M. Jorgensen (Ed.), Restructuring high school for all students: Taking inclusion to the next level (pp. 1–14). Baltimore, MD: Paul H. Brookes.
  • Siegel, E.B., & Cress, C.J. (2002). Overview of the emergence of early AAC behaviors: Progression from communica-tive to symbolic skills. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 25–57). Balti-more, MD: Paul H. Brookes.
  • Sigafoos, J. (1999). Creating opportunities for augmentative and alternative communication: Strategies for involving people with developmental disabilities. Augmentative and Alternative Communication, 15, 183— 190.
  • Sigafoos, J. (2000). Communication development and aberrant behavior in children with developmental dis-abilities. Education and Training in Mental Retardation and Developmental Disabilities, 35, 168–176.
  • Sigafoos, J., & Mirenda, P. (2002). Strengthening commu-nicative behaviors for gaining access to desired items and activities. In J. Reichle, D.R. Beukelman, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 123–156). Baltimore, MD: Paul H. Brookes.
  • Smith, V.M. (2003). "You have to learn who comes with the disability": Students' reflections on service learning experiences with peers labeled with disabilities. Research and Practice for Persons with Severe Disabilities, 28, 79 — 90.
  • Smith, G., Stodden, R., James, R., Fisher, D., & Pumpian, I. (1999). Facilitating and focusing whole- school change. In D. Fisher, C. Sax, & I. Pumpian, Inclusive high schools: Learning from contemporary classrooms (pp.131 —144). Baltimore, MD: Paul H. Brookes.
  • Snell, ME., Caves, K., McLean, L., Mollica, B.M., Mirenda, P., Paul-Brown, D., Romski, M.A., Rourk, J., Sevcik, R., & Yoder, D. (2003). Concerns regarding the application of restrictive "eligibility" policies to indivi-duals who need communication services and supports: A response by the National Joint Committee for the communication needs of persons with severe disabilities. Research and Practice for Persons with Severe Disabilities, 28, 70 — 78.
  • Soodak, L.C., Podell, D.M., & Lehman, LR. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. The Journal of Special Education, 31, 480–497.
  • Soto, G., Muller, E., Hunt, P., & Goetz, L. (2001). Critical issues in the inclusion of students who use augmentative and alternative communication: An educational team perspective. Augmentative and Alternative Communica-tion, 17, 62–72.
  • Soto. G., & von Tetzchner, S. (2003). Supporting the development of alternative communication through culturally significant activities in shared educational settings. In S. von Tetzchner & N. Grove (Eds.), Augmentative and alternative communication: Develop-mental issues (pp. 287–299). London, UK: Whurr.
  • Udvari-Solner, A., Villa, R.A., & Thousand, J.S. (2002). Access to the general education curriculum for all: The universal design process. In J.S. Thousand, R.A. Villa, & A.I. Nevin (Eds.), Creativity and collaborative learning: The practical guide to empowering students, teachers, and families (2 nd ed.). Baltimore, MD: Paul H. Brookes.
  • U.S. Department of Education (2002). Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Department of Education.
  • Utley, B.L., & Rapport, M.J.K. (2002). Essential elements of effective teamwork: Shared understanding and differences between special educators and related service providers. Physical Disabilities: Education and Related Services, 20, 9–47.
  • Wacker, D.P., Berg, W.K., & Harding, J.W. (2002). Replacing socially unacceptable behavior with acceptable communication responses. In J. Reichle, D.R. Beukel-man, & J.C. Light (Eds.), Exemplary practices for beginning communicators: Implications for AAC (pp. 97–122). Baltimore, MD: Paul H. Brookes.
  • White, MT., Garrett, B., Kearns, J.F., & Grisham-Brown, J. (2003). Instruction and assessment: How students with deaf-blindness fare in large-scale alternate assessments. Research and Practice for Persons with Severe Disabilities, 28, 205–213.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.