RT Book, Section
T1 Inclusive education: perspectives and practices.
A1 Calleja-Reina, Marina
A2 Panda, Snigdharani
A2 Tripathy, Swarnamayee
A2 Bhatt, Disha
A2 Bastia, Bikram Kumar
A2 Panda, Liji
K1 Competencia comunicativa
K1 Personas con discapacidad intelectual - Medios de comunicación
K1 Integración social
AB The text discusses the limitations of the inclusive education model for students with profound intellectual disabilities (PID) and complex communication needs (CCN). Although inclusive education promotes the integration of all students into mainstream classrooms, this approach is inaccessible for those with severe intellectual, communication, motor and sensory difficulties. These individuals, while showing communicative intent, are unable to use conventional forms of language and require specialised support.The diagnosis of PID is based on significant limitations in intellectual functioning and adaptive behaviour, originating before the age of 18. Those with profound disabilities are often dependent on the environment for care and have severe restrictions in acquiring academic and communication skills. Their expression is through gestures, vocalisations or symbols, rather than through traditional verbal or gestural language.In this context, it is necessary to identify individual communicative profiles, considering forms and functions of communication. Augmentative and Alternative Communication (AAC) systems play an essential role in facilitating interaction, either by supplementing or replacing speech. These systems enable people with PID and CCN to express refusal, make requests, initiate social interactions and participate in information exchanges, which is key to their ability to communicate.
PB Kalinga Institute of Social Sciences (KISS)
YR 2022
FD 2022-12-13
LK https://hdl.handle.net/10630/39219
UL https://hdl.handle.net/10630/39219
LA eng
NO Calleja-Reina, M. (2022). Analysis of the communicative intention in people with intellectual development disorder, complex communication needs and minority diseases: First step towards inclusion. En S. Panda, S. Tripathy, D. Bhatt, B. K. Bastia, & L. Panda (Eds.), Inclusive education: Perspectives and practices (pp. 1–12). Kalinga Institute of Social Sciences (KISS), Deemed to be University.
NO Adjunta correo con autorización de la editorial.
NO II Plan propio de Investigación, Transferencia y divulgación científica
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 19 ene 2026