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

Abstract

Understanding 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™ (DLM(®)) 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.

The use of augmentative and alternative communication in Cyprus: Findings from a preliminary survey

“…People who experience CCN comprise a heterogeneous group in terms of their skills and abilities, with a variety of difficulties. Amongst others, these are, difficulties with social language use (Agius and Vance, 2005), cognition (Erickson and Geist, 2016), motor skills (Geytenbeek et al, 2010) and constraints with understanding different symbolic forms (Pampoulou, 2015). It is widely accepted that comprehensive AAC assessment is crucial for the provision of effective services and hence, the importance of this initial step of support cannot be underestimated (Binger et al, 2012; Wilkinson and Rosenquist, 2006).…”

Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCSS

“…Department of Education (2005) describes SWSID as those who take alternate assessments based on alternate academic achievement standards. Within the field, these students have been further described by detailing some learner characteristics, such as 70% to 80% of SWSID communicate symbolically and 45% to 83% are able to at least read sight words (Towles-Reeves, Kearns, Kleinert, & Kleinert, 2009; Erickson & Geist, 2016). In addition, SWSID might be described as having one or more of several disability labels (e.g., autism, intellectual disability, multiple disabilities), often having extensive adaptive behavior needs, and typically requiring ongoing, intensive supports (Erickson & Geist, 2016).…”

Students With the Most Significant Cognitive Disabilities Who Are Also English Learners

“…Towles-Reeves, Kearns, Kleinert, and Kleinert (2009) found that 18% to 30% of students with significant cognitive disabilities used augmentative and alternative communication (AAC) devices in addition to or instead of speech. Similarly, a census study of students taking Dynamic Learning Maps (DLM) alternate assessments indicated that 16% used AAC devices for expressive communication (Erickson & Geist, 2016) and 24% did not use spoken words, signs, or symbols to communicate (Nash et al, 2016).…”