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 Mo Ching MOK

Research output: Contribution to journalArticles

13 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. Copyright © 2007 Springer Science + Business Media, LLC.
Original languageEnglish
Pages (from-to)161-176
JournalJournal of Developmental and Physical Disabilities
Volume19
Issue number3
DOIs
Publication statusPublished - Jun 2007

Citation

Arthur-Kelly, M., Bochner, S., Center, Y., & Mok, M. (2007). Socio-communicative perspectives on research and evidence-based practice in the education of students with profound and multiple disabilities. Journal of Developmental and Physical Disabilities, 19(3), 161-176.

Keywords

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

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