School of Education, The University of Newcastle, Callaghan, Australia.
Disabil Rehabil. 2010;32(13):1059-72. doi: 10.3109/09638280903410730.
Despite the importance of communication for educational participation, researchers have observed low frequencies of communication between teachers and students with multiple and severe disabilities (MSD). Little is known about reasons for these low frequencies. This article explores the literature to develop a new research agenda for approaching this issue.
Selected studies were reviewed, including qualitative studies involving teachers of students who use augmentative and alternative communication (AAC) in mainstream classrooms.
Teachers identified a broad range of issues that influence their ability to educate students who use AAC or demonstrate other significant communication needs. These factors include teachers' attitudes, perceptions and beliefs and broader contextual factors, such as administrative support at the institutional level. However, to date, there has been little research with teachers of students with MSD about factors influencing communication with their students.
A broad range of potential factors may impact upon teachers' ability to communicate with their students. Further research involving teachers of students with MSD is needed to explore the range of potential factors influencing low frequencies of communication. This research may contribute to an understanding of how best to support teachers to enhance communication access for students with MSD in the classroom.
尽管沟通对于教育参与很重要，但研究人员发现，教师与多重和重度残疾（MSD）学生之间的沟通频率较低。对于这种低频率的原因知之甚少。本文探讨了文献，为解决这一问题制定了新的研究议程。
对选定的研究进行了回顾，包括涉及在主流教室中使用辅助和替代性沟通（AAC）的学生的教师的定性研究。
教师确定了一系列影响他们教育使用 AAC 或表现出其他重大沟通需求的学生的能力的问题。这些因素包括教师的态度、观念和信念以及更广泛的背景因素，例如机构层面的行政支持。然而，迄今为止，很少有研究关注影响与 MSD 学生沟通的因素的 MSD 学生的教师。
可能有一系列潜在因素影响教师与学生沟通的能力。需要对 MSD 学生的教师进行更多研究，以探讨影响沟通频率低的一系列潜在因素。这项研究可能有助于了解如何最好地支持教师在课堂上为 MSD 学生增强沟通能力。
