The inclusion of students with significant disabilities presents rich opportunities for social interaction. We will share findings from a single-case study involving three students with autism from different cultural backgrounds who used Proloquo2Go. Following training, paraprofessionals self-monitored prompting the students and peers to initiate with each other in general education classrooms. We will present results from classroom observations and interviews of teachers, paraprofessionals, and students. At the end of this session, participants will be able to: a. articulate the need of paraprofessional training in promoting peer interactions for students who use electronic communication devices in inclusive classrooms, b. identify approaches for teachers and administrators to provide in-service training and follow-up supports for paraprofessionals working in inclusive settings with students who have significant disabilities, c. discuss facilitative strategies for increasing peer interactions of students who use electronic communication devices in general education classrooms, d. describe peer support strategies for working with students who have significant disabilities in elementary school classrooms, and e. explain the importance of meaningful academic and social participation for all students in general education classrooms.
Yun-Ching Chung, Karen Douglas