Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.
Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 36; no. 4; pp. 203 - 214 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2020
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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=148277526&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148277526 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Dec2020 vid: 36 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 148277526 146237717 148277526 148277526 10.1080/07434618.2020.1811758 148277526 ppf: 203 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices. aug: au: Tegler, Helena Demmelmaier, Ingrid Johansson, Monica Blom Norén, Niklas affil: Department of Public Health and Caring Sciences, Uppsala Universitet Disciplinary Domain of Medicine and Pharmacy, Uppsala, Sweden sug: subj: Learning Environment Alternative and Augmentative Communication Communication Aids for Persons with Disabilities Conversation Students with Disabilities In Adolescence Eye Movements Cerebral Palsy Intellectual Disability Vocabulary Adolescence Health Services Accessibility Descriptive Research Nonexperimental Studies Collaboration Human Adolescent: 13-18 years ab: Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants' classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent on-screen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student's access to the vocabulary relevant to answering the teacher's question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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