Supporting the development of skills associated with self-determination (e.g., goal setting and attainment, problem solving) and providing opportunities to practice those skills impacts valued school and postschool outcomes of students with complex communication needs. To address this need, the Self-Determined Learning Model of Instruction (SDLMI)…

"Autism at-a-Glance" is designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents on the autism spectrum. This issue was designed to support high school staff and family members in understanding and improving the communication skills of adolescents on the autism spectrum.…

Relates personal experiences of a high school newspaper adviser who found that she was out-of-touch with the mainstream of the school; offers suggestions to advisers and staffs who feel that their situation is similar. (GT)

Describes the use of television as a tool to start parents and kids talking to each other about sensitive, serious issues. (Author/JM)

Presents a simulation game used to verify the theory that culture shock in the form of confusion, hostility, and anxiety occurs when interpersonal communication between interactors from different cultures breaks down. (CMV)

Describes the Writing Tutorial Service at Carleton University, Ottawa, which provides individual tutoring for students who want help with their writing. Outlines some of the teaching techniques used, showing how they vary according to the stage of the composing process at which tutors are required to intervene. (GT)

Discusses a Belfast, Northern Ireland, secondary school's efforts to expand its age 16+ curriculum and investigates how internal communications and external negotiations were (mis)managed. The head teacher's lack of communication with his staff led to reluctant acceptance of a policy he was formulating and attempting to execute. More staff…

An investigation of the process of language teaching as communication in a cross-cultural context shows that there is potential for misunderstanding. Examples of types of errors that are pragmatic rather than grammatical are discussed. A model is presented to help understand the pragmatic error. (DF)

Given the wide range of possible interactions between families and social practitioners, communication problems, although undesirable, are to some extent unavoidable. How to preserve the social practitioner's mental health while being able to accompany the family members toward a psychosocial change in the helping process? How to pass from a logic…

This booklet explains a system for prevention of and intervention with behavior problems in individuals with mental retardation and autism. The underlying premise is that all behaviors are an effort at communication and that by deciphering the communicative intent or function, one can guide an individual to a more acceptable mode of communication.…

Describes a special option to the required speech performance course at the Pennsylvania State University. This alternative is designed for students who have communication problems with class participation, basic social contacts, or formal performances. (JMF)

Many teachers in the Sheboygan (Wisconsin) Area School District's alternative programs use principles taught to behavioral disordered students for confronting and handling difficult situations when they must confront other adults in the school system about their concerns and problems. A positive and effective adult confrontation process is…

Presented are five rules for successful student teaching experiences (practica), designed around clear communication with college supervisors, cooperating institutions, and the student teachers themselves. (KC)

The dangerous communication gap between the university and the public is described. Barriers to effective communication are identified and suggestions are provided for eliminating them. Barriers include failure to perform up to expectations, lack of candor, lack of systematic plan for communication, and persuasion rather than information. (MLW)

The basic premise of this paper is that second language learning or teaching is an exercise in contrastive linguistics because learners filter and assimilate the second language through the categories and experiences represented by the first language to create situationally appropriate utterances. By selecting and exchanging information,…