| Abstract: | This research focused on whether a TEACCH‐based approach could be effective in helping to develop the communication skills of older learners with Severe Intellectual Disabilities, to enhance their ability to communicate, to enhance their abilities to live independent lives, and to take part in discussions about their future. A TEACCH based approach was implemented in a class in a special school, attended by six students, aged over 16, all of whom had Severe Intellectual Disabilities. Using a pre‐post quasi‐experimental design P‐Scale data and IEP targets were used as measures of progress for communication skills. These were supplemented by regular researcher observations of the communication skills of the students. Staff were also asked to regularly measure the frequency and effectiveness of communication skills. Parents were also interviewed. P‐scale and IEP targets indicated some progress being made across the two years. The results from research and staff observation were more striking however, indicating the development of frequent and effective communication skills across the two years. Importantly, these communications were occurring spontaneously, rather than being the result of conversations initiated by staff. Parents had noticed changes in their children's communication, but remained concerned about their prospects for the future. This research showed that a TEACCH‐based method can be effective in developing communication skills in learners with Severe Intellectual Disabilities. The extent of the effectiveness remains unclear however, as the school‐based methods for assessing progress for these learners (mainly p‐scales) remain problematic. |
