Communication interaction in special education preschool classrooms.
Objectives: The purpose of this research was to examine the key features of interactions between special education classroom teachers and children with disabilities. Opportunities for communication made available by the teachers and the responses from the children in five special education preschool...
| Publicado en: | International Journal of Developmental Disabilities Vol. 62; no. 4; pp. 234 - 245 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117810529&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117810529 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Oct2016 vid: 62 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 117810529 117810529 117810529 10.1179/2047387715Y.0000000013 117810529 ppf: 234 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Communication interaction in special education preschool classrooms. aug: au: Tsai, Meng-Ju affil: School of Speech-Language Pathology and Audiology, Chung Shan Medical University, Taichung City, Taiwan sug: subj: Schools, Special Education, Special Learning Environment Persons with Disabilities Communication Child, Preschool Teachers Human Child, Preschool: 2-5 years ab: Objectives: The purpose of this research was to examine the key features of interactions between special education classroom teachers and children with disabilities. Opportunities for communication made available by the teachers and the responses from the children in five special education preschool classrooms were investigated. Results: The results showed that the 28.2% of coding interval bins contained a communication opportunity provided by the teachers. The mean percentages of the provided opportunities to request, name/comment, answer, and imitation were 10.06, 69.64, 1.2, and 19.08%, respectively. However, 42.0% of the provided opportunities for communication by the teachers did not receive a response from the children. Conclusions: In summary, the opportunities for communication were infrequently provided by the teachers and the children's responses to these opportunities were found to be infrequent in these classrooms. The four types of communication opportunities were not equally provided by the teachers, furthermore, the four types of the children's responses to these opportunities did not equally occur. Different implications for the research and clinical contexts were also provided. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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