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The profiles of students with significant cognitive disabilities and complex communication needs

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TitleThe profiles of students with significant cognitive disabilities and complex communication needs
Publication TypeJournal Article
AbstractUnderstanding the characteristics of students with complex communication needs and significant cognitive disabilities is an important first step toward creating the kinds of supports and services required to help them successfully access the general education curriculum, achieve grade-level standards, and improve overall communication competence. The First Contact Survey was designed to collect important information about students with significant cognitive disabilities who were eligible to take the Dynamic Learning Maps TM (DLMVR) alternate assessment based on alternate achievement standards. From November 2012–May 2013, the survey was used to gather information regarding more than 44,787 students. At that time, the goal was to use the data to inform the development of the DLM assessment. Although the survey includes a wealth of information regarding this large sample of students, the reanalysis of the data reported in the current study focused on the motor, sensory, language, reading, and writing skills of students with significant cognitive disabilities, based on their speech production abilities. Significant differences were identified across each of the domains between students who do and do not use speech with or without aided augmentative and alternative communication.
AuthorsErikson, K. A., and Geist L. A.
Year of Publication2016
PublicationAAC
Volume32
Issue3
Pages187-197
ISSN0743-4618 (print) 1477-3848 (online)
Publisher DOIhttp://www.tandfonline.com/doi/full/10.1080/07434618.2016.1213312
Keywords (MeSH)AAC, age-school age, CCN, children, communication aids & disability, communication disabilities, disabled persons, education, learning disabilities, multiple & severe disabilities, research reports
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