Abstract
With the relatively recent movement of students with severe or profound handicaps into less restrictive educational environments, practitioners are being faced with many questions concerning the communication instructional strategies that should be used with this population. Using a research integration approach, this article reviews pertinent issues related to the development of non-linguistic communication skills for students with severe or profound handicaps and suggests that future research efforts be directed toward prediction analysis using a two-tiered process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
