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Physical Disabilities: Education and Related Services, v22 n2 p11-28 Spr 2004

Success in learning hinges on communication between instructors and their students. This success becomes even more important when instructors have students with physical or mental challenges in general classrooms. Communication depends on whether the instructor takes time to listen to a student with a disability who also has a speech impairment. Some instructors are able to help the educational experience go smoothly by paraphrasing what they thought a student with a speech impairment asked or commented on during a classroom discussion. Other instructors may overlook or misinterpret questions or comments posed by their students with speech impairments. Learning in inclusion classrooms also hinges on the interaction between students with disabilities and their able-bodied peers. Both direct and indirect experiences help able-bodied students learn how to help their classmates with disabilities do certain tasks and learn about the specialized equipment their classmates use on a daily basis. Most importantly, students learn that they share common likes and dislikes with their classmates with disabilities.

Descriptors: Classroom Environment, Disabilities, Interaction, Regular and Special Education Relationship, Mainstreaming, Inclusive Schools, Special Needs Students, Interpersonal Communication, Peer Relationship, Teacher Student Relationship

Division for Physical and Health Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: barbara.kulik[at]csun.edu; Web site: http://www.cec.sped.org





Autor: Gelston, Daniel J.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4495&id=EJ842015



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