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Rachel Sermier Dessemontet

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Professor

Switzerland

Research Interests

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About

Professor Rachel Sermier Dessemontet is a faculty member at the University of Teacher Education of the State of Vaud, Switzerland. Her research focuses on inclusive education practices, particularly in relation to students with intellectual disabilities and their communication needs. Recent articles authored by Professor Dessemontet explore topics such as listening comprehension, reading instruction adaptations, and the impact of teacher attitudes on social acceptance in inclusive classrooms.

Recent Grants

Grant: Open

Adressing challenging behaviors in children with intellectual disability

Open Date: 2023-09-01

Close Date: 2027-08-01

Grant: Close

Teaching litteracy successfully to children with intellectual disability and complex communication needs

Open Date: 2020-08-01

Close Date: 2024-07-31

Grant: Close

Teaching reading successfully to children with intellectual disability

Open Date: 2017-08-01

Close Date: 2020-07-31

Grant: Close

Effective teaching practices in inclusive classrooms

Open Date: 2013-08-01

Close Date: 2017-06-30

Grant: Close

Étude multicas de pratique de différenciation pédagogique et du savoir professionnel d'enseignants du primaire oeuvrant dans une perspective inclusive au Nouveau-Brunswick, au Québec et en Ontario

Open Date: 2012-04-01

Close Date: 2014-03-31

Articles (17)

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2020

Collaborators (4)

Aline Veyre

Associate professor

SWITZERLAND

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Catherine Audrin

SWITZERLAND

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Elisabeth Moser Opitz

Full Professor

University of Zurich

SWITZERLAND

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Franziska Felder

Professor

University of Zurich

SWITZERLAND

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Rachel Sermier Dessemontet

Research Interests

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About

Recent Grants

Articles (17)

Behaviours That Challenge in Special Schools: Heterogeneity of Profiles Among Students With Intellectual and Developmental Disabilities and Implications for Educational Support

Implementation of the prevent-teach-reinforce model for students with intellectual and developmental disabilities in special schools: a single-case experimental study

Effects of a repeated reading intervention on the reading fluency of adolescents with intellectual disability

A descriptive study on reading instruction provided to students with intellectual disability who use augmentative and alternative communication

Improving the listening comprehension of students with intellectual disability who are alternative and augmentative communication users through shared text reading

Exploring profiles in communication, receptive oral and written language among children with intellectual disability who use AAC: a cluster analysis

Effects of shared text reading for students with intellectual disability: A meta-analytical review of instructional strategies

Apprendre à lire avec une déficience intellectuelle et des besoins complexes en communication

Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication

The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities

A descriptive study on reading instruction provided to students with intellectual disability

Rapid automatized naming skills of children with intellectual disability

Effects of a phonics-based intervention on the reading skills of students with intellectual disability

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms

The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study

Apprendre à lire aux élèves présentant une déficience intellectuelle, quel défi !

Collaborators (4)

Aline Veyre

Catherine Audrin

Elisabeth Moser Opitz

Franziska Felder

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