5 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 and digital environments; on the other hand, no-tech and low-tech systems play an equally central role, o ering accessibility, immediacy, and in some cases serving as the primary long-term solution. A central theme emerging from the literature and clinical practice is the importance of multimodal communication, which integrates communication boards, facial expressions, voice output, spelling boards, and other means in a exible way depending on context. Rather than positioning these systems within a hierarchy, the discussion invites us to view them as complementary tools and to continue re ecting together on how best to combine and tailor them to support each individual’s right to meaningful, e ective, and equitable communication. Communicative Writing Integrated with the PROMPT Approach Ayelet ben-nun & Liraz Weissbrod This article introduces an innovative instructional program designed to teach communicative writing through the integration of the PROMPT approach. The program was developed at Agam School in Ra’anana for students with moderate to low intellectual disabilities and was implemented over the course of one academic year in a group of four students aged 12–16. Reading and writing are essential for all students, including those with intellectual disabilities. Students who have not yet acquired emergent literacy skills remain unable to produce spontaneous, independent communication (Caron et al., 2018). The use of graphic symbols to represent spoken language, commonly employed among students with intellectual disabilities, is inherently limited in many respects, it does not adequately capture function words or other critical linguistic elements. Despite its importance, literacy instruction often remains marginalized in special education settings. As research suggests that reduced functioning of the phonological loop is one of the underlying factors a ecting the development of literacy skills (Card & Dodd, 2006; Levy, 2011), the presented program integrated PROMPT techniques to create an arti cial activation of students’“inner speech” by targeting the articulatory system. The intervention sessions incorporated multi-modal presentation of “target words”, auditory (spoken), visual (written), and tactile (PROMPT cues). Findings from this year-long implementation highlight the potential of integrating motor-speech approaches into literacy instruction to enhance communicative writing skills among students with signi cant support needs. Sports and Communication: E ects of Physical Training on Communication Skills and Self-E cacy Amit Tenenbaum Reuven The article explores the role of sport as a communicative and social medium that contributes to the enhancement of self-e cacy, personal empowerment, and social inclusion among individuals with and without disabilities.
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