Facilitated communication has been characterized as an alternative to speech that involves providing physical and emotional support to individuals with severe communication impairments as they type or point to letters or pictures (Biklen, 1993). The method has been described as relevant for individuals who cannot speak, whose speech is extremely limited (e.g., echolalic, comprising a few words) and who cannot point independently and reliably (Biklen, Morton, Gold, Berrigan, & Swaminathan, 1992; Crossley 1992). Qualitative and controlled studies of the method demonstrate its usefulness for some individuals and that facilitators may influence the communication of some individuals. This qualitative study of seven speech and language teachers and classroom teachers working with 17 students, focused on how and on what basis the teachers determined for themselves that the words typed were authored by their students and not by them, the facilitators. The teachers provided and described evidence for 13 of the 17 students of message passing skills (i.e., typing information not known to their facilitators that could be verified as accurate). The teachers noted that 3 of these 13 and 4 of the total 17 achieved some independent typing beyond typing their names and the date. Sixteen of the 17 students were judged by their teachers to have confirmed their typing/communication ability by virtue of other features: unique physical characteristics in typing or pointing, personal themes, recurring phrases, and stylistic qualities. These features appeared in their individual work but not in others, even though several shared facilitators. These findings suggest the potential value of a communication portfolio approach to documenting individuals' abilities to communicate with facilitation.
The fruits of <i>Uchchey</i> and <i>Korala</i>, two common Indian varieties of <i>Momordica charantia</i> L. have the same length and diameter in initial stages. But with age the rate of lengthwise growth becomes higher in <i>Karola</i>, which differs from <i>Uchchey</i> by its larger size and much elongated shape. The major cause of their difference in size and shape is the higher cell number of <i>Karola</i> in its axial direction from the earliest stages of development, and their rapid transverse division during maturation. Differentiation of xylem bundles of the pericarp starts at the middle and apical parts of the ovary. The courses of differentiation of xylem in the middle, apical and basal bundles are bidirectional, basipetal and acropetal, respectively.
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