ABSTRACT
The research question this chapter addresses is: Can we enhance the communication and interactions of children with profound intellectual disabilities – and if so, how? To address this question, this chapter will:
Briefly describe children with profound intellectual disabilities (ID)
Provide an inclusive definition of communication
Describe how early communication develops
Consider implications for communication in children with profound ID, including in inclusive classrooms
Describe communication assessments for learners with profound ID, particularly those freely available
Describe evidence-based practical, low-cost approaches to intervention which may be used in inclusive classrooms
Suggest a practical way of sharing knowledge about the communication of children with profound ID which can be used in schools, with families, and in the community
Offer some useful references and resources
Involve the reader in some practical activities.
