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Creating Space for Students with Profound Intellectual and Multiple Disabilities to Construct Meaning in Adaptive Music Classrooms
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Cameron R. Siegal – Journal of General Music Education, 2025
Of individuals with an intellectual disability, 1% are recognized as having a profound intellectual disability and commonly present at a mental age of roughly three years or below. While inclusive music education models and therapeutic models have received considerable attention, there is a scarcity of literature on music education for students…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Students with Disabilities, Music Education
School Staff Perspectives on Using Augmentative and Alternative Communication with Students with Severe or Profound Intellectual and Multiple Disabilities
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Anna Rensfeldt Flink; Sofia Wallin; Johanna Larsson; Ellen Westling; Jakob Åsberg Johnels – Journal of Research in Special Educational Needs, 2025
This mixed methods survey study aims to investigate school staff's perspectives on using augmentative and alternative communication (AAC) with students with the most severe disabilities in Swedish school settings. The study employed a convergent mixed methods design, where both quantitative and qualitative data were collected and analysed in…
Descriptors: Foreign Countries, School Personnel, Attitudes, Augmentative and Alternative Communication
Design of Aided Augmentative and Alternative Communication Systems for Children with Vision Impairment: Psychoacoustic Perspectives
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Jamie B. Boster; Ursula M. Findlen; Kevin Pitt; John W. McCarthy – Augmentative and Alternative Communication, 2024
Children with complex communication needs often have multiple disabilities including visual impairments that impact their ability to interact with aided augmentative and alternative communication (AAC) systems. Just as the field benefited from a consideration of visual cognitive neuroscience in construction of visual displays, an exploration of…
Descriptors: Communication Disorders, Multiple Disabilities, Visual Impairments, Augmentative and Alternative Communication
A Systematic Review of Acquisition and Mastery of Skills Taught Using the Picture Exchange Communication System
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Heather J. Forbes; Jason C. Travers; Jenee Vickers Johnson – Augmentative and Alternative Communication, 2024
The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication intervention for individuals with developmental disabilities that includes six, sequential phases of instruction. We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants…
Descriptors: Augmentative and Alternative Communication, Developmental Disabilities, Pictorial Stimuli, Program Effectiveness
Teaming to Design Tangible Symbol Communication Systems for Children with Multiple Disabilities
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Sarah Ivy; Mary Frances Hanline; Audrey Robbins – Young Exceptional Children, 2024
The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child…
Descriptors: Young Children, Multiple Disabilities, Severe Disabilities, Augmentative and Alternative Communication