Communication, language and multiple disabilities

Abstract

This article presents a qualitative analysis of communication and language instruction for students with multiple disabilities from the perspective of special education teachers in the greater Buenos Aires metropolitan area. The study adheres to the sociofunctional model of language and a conception of teaching practice intertwined with school culture, where discursive and teaching practices are constructed. The methodological approach was a case study, and data collection was carried out through semi-structured interviews. The results revealed how teachers experience and approach the teaching processes for students with communication and language difficulties. Furthermore, other sociocultural factors that influenced this process and the possibilities for improvement were identified.