1,435
Views
83
CrossRef citations to date
0
Altmetric
Research Article

Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms

, , , &
Pages 20-35 | Published online: 12 Jul 2009

References

  • Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10, 17–22.
  • Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
  • Ehren, B. J. (2000). Maintaining a therapeutic focus and sharing responsibility for student success: Keys to in-classroom speech-language services. Language, Speech, and Hearing Services in the Schools, 31, 219–229.
  • Erickson, K. A., & Koppenhaver, D. A. (1998). Using the "Write Talk-nology" with Patrick. Teaching Exceptional Children, 31, 58–64.
  • Erickson, K. A., Koppenhaver, D. A., Yoder, D. E., & Nance, J. (1997). Integrated communication and literacy instruction for a child with multiple disabilities. Focus on Autism and Other Developmental Disabilities, 12, 142–150.
  • Gaylord-Ross, R. J. (1979). Mental retardation research, ecologi-cal validity, and the delivery of longitudinal education programs. Journal of Special Education, 13, 69–80.
  • Gee, K., Graham, N., Sailor, W., & Goetz, L. (1995). Use of inte-grated, general education and community settings as primary contexts for skill instruction for students with severe and multi-ple disabilities. Behavior Modification, 19, 33–58.
  • Giangreco, M. (2000). Related services research for students with low-incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in the Schools, 31, 230–239.
  • Giangreco, M. F., Cloninger, C. J., Dennis, R. E., & Edelman, S. W. (1994). Problem-solving methods to facilitate inclusive educa-tion. In J. S. Thousand, R. A. Villa, &A. I. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering stu-dents and teachers (pp. 321–346). Baltimore: Paul H. Brookes.
  • Giangreco, M. F., Dennis, R. E., Cloninder, C., Edelman, S., & Schattman, R. (1993). "I've counted Jon": Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59, 359–372.
  • Giangreco, M. F., Prelock, P. A., Reid, R. R., Dennis, R. E., & Edel-man, S. W. (1999). Roles of related service personnel in inclu-sive schools. In R. A. Villa & J. S. Thousand (Eds.), Restruc-turing for caring and effective education: Piecing the puzzle together (2nd ed.) (pp. 360–393). Baltimore: Paul H. Brookes.
  • Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creat-ing socially supportive environments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21, 53–71.
  • Hunt, P., Doering, K., Hirose-Hatae, A., Maier, J., & Goetz, L. (in press). Across-program collaboration to support students with and without disabilities in a general education classroom. Jour-nal of the Association for Persons with Severe Handicaps.
  • Hunt, P., Farron-Davis, F., Wrenn, M., Hirose-Hatae, A., & Goetz, L. (1997). Promoting interactive partnerships in inclusive edu-cational settings. Journal of the Association for Persons with Severe Handicaps, 22, 127–137.
  • Hunt, P., Hirose-Hatae, A., Doering, K., Karasoff, P., & Goetz, L. (2000). "Community" is what I think everyone is talking about. Remedial and Special Education, 21, 305–317.
  • Janney, R. E., & Snell, M. E. (2000). Practices in inclusive schools: Modifying school work. Baltimore: Paul H. Brookes.
  • Kazdin, A. (1982). Single-case research designs. New York: Oxford University Press.
  • Koppenhaver, D. A., Spadorcia, S. A., & Erickson, K. A. (1998). How do we provide inclusive literacy instruction for children with disabilities? In S. B. Neuman & K. A. Roskos (Eds.), Children achieving. Best practices in early literacy (pp. 77–96). Newark, DE: International Reading Association.
  • Krueger, R. A. (1998). Analyzing & reporting focus group results. Thousand Oaks, CA: Sage.
  • LeLaurin, K., & Wolery, M. (1992). Research standards in early intervention: Defining, describing and measuring the indepen-dent variable. Journal of Early Intervention, 15, 275–287.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • Merritt, D. D., & Culatta, B. (1998). Language intervention in the classroom. San Diego, CA: Singular.
  • Morgan, D. L. (1993). Successful focus groups: Advancing the state of the art. Thousand Oaks, CA: Sage.
  • Nevin, A. I., Thousand, J. S., Paolucci-Whitcomb, P., & Villa, R. A. (1990). Collaborative consultation: Empowering public school personnel to provide heterogeneous schooling for all. Journal of Educational and Psychological Consultation, 1, 41–67.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.
  • Rainforth, B., & York-Barr, J. (1997). Collaborative teams for stu-dents with severe disabilities: Integrating therapy and educa-tional services (2nd ed.). Baltimore: Paul H. Brookes.
  • Salisbury, C. L., Evans, I. M., & Palombaro, M. M. (1997). Collab-orative problem-solving to promote the inclusion of young chil-dren with significant disabilities in primary grades. Exceptional Children, 63,195–209.
  • Snell, M. E., & Janney, R. (2000). Teachers' guides to inclusive practices. Collaborative teaming. Baltimore: Paul H. Brookes.
  • Soto, G., Muller, E., Hunt, P., & Goetz, L. (2001a). Critical issues in the inclusion of students who use AAC: An educational team perspective. Augmentative and Alternative Communication, 17, 62–72.
  • Soto, G., Muller, E., Hunt, P., & Goetz, L. (2001b). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language Speech and Hear-ing Services in the Schools, 32,51–56.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  • Sturm, J. (1998). Educational inclusion of AAC users. In D. Beukel-man & P. Mirenda (Eds.), Augmentative and alternative com-munication: Management of severe communication disorders in children and adults (pp. 391–424). Baltimore: Paul H. Brookes.
  • Thousand, J. S., & Villa, R. A. (1992). Collaborative teams: A pow-erful tool in school restructuring. In R. A. Villa, J. S. Thousand, W. C. Stainback, & S. B. Stainback (Eds.), Restructuring for car-ing and effective education: An administrative guide to creating heterogeneous schools (pp. 73–108). Baltimore: Paul H. Brookes.
  • West, J. F., & Idol, L. (1990). Collaborative consultation in the education of mildly handicapped and at-risk students. Remedial and Special Education, 11, 22–31.
  • York-Barr, J., Schultz, T., Doyle, M. B., Kronberg, R., & Crossett, S. (1996). Inclusive schooling in St. Cloud. Remedial and Spe-cial Education, 17, 92–105.

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.