Communication intervention strategies for children with profound intellectual disabilities: what do we know and how can we use it?

Goldbart, Juliet ORCID: https://orcid.org/0000-0003-1290-7833 (2023) Communication intervention strategies for children with profound intellectual disabilities: what do we know and how can we use it? In: The Routledge Handbook of Inclusive Education for Teacher Educators: Issues, Considerations, and Strategies. Routledge India, pp. 577-590. ISBN 9781003266068

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Abstract

The research question this chapter addresses is: Can we enhance the communication and interactions of children with profound intellectual disabilities – and if so, how? To address this question, this chapter will: -Briefly describe children with profound intellectual disabilities (ID) -Provide an inclusive definition of communication -Describe how early communication develops -Consider implications for communication in children with profound ID, including in inclusive classrooms -Describe communication assessments for learners with profound ID, particularly those freely available -Describe evidence-based practical, low-cost approaches to intervention which may be used in inclusive classrooms -Suggest a practical way of sharing knowledge about the communication of children with profound ID which can be used in schools, with families, and in the community -Offer some useful references and resources Involve the reader in some practical activities.