Supporting Children with Severe-to-Profound Learning Difficulties and Complex Communication Needs to Make Their Views Known: Observation Tools and Methods

Autor/inn/en	Greathead, Scot; Yates, Rhiannon; Hill, Vivian; Kenny, Lorcan; Croydon, Abigail; Pellicano, Elizabeth
Titel	Supporting Children with Severe-to-Profound Learning Difficulties and Complex Communication Needs to Make Their Views Known: Observation Tools and Methods
Quelle	In: Topics in Language Disorders, 36 (2016) 3, S.217-244 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000096
Schlagwörter	Learning Disabilities; Intellectual Disability; Severity (of Disability); Children; Case Studies; Ethnography; Observation; Communication Strategies; Interpersonal Communication; Nonverbal Communication; Cues + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Intellect; Disability; Disabilities; Verstand; Behinderung; Schweregrad; Child; Kind; Kinder; Case study; Fallstudie; Case Study; Ethnografie; Beobachtung; Kommunikationsstrategie; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Stichwort
Abstract	All children have the right to shape decisions that influence their lives. Yet, children with severe-to-profound intellectual disabilities and complex communication needs are often marginalized from this process. Here, we examined the utility of a set of tools incorporating ethnographic and structured observational methods with three such children. We specifically examined the communicative behavior that these children used to share their views and the ways in which adults recognized and responded to them. The three case studies illustrate (1) that these children have ways to make their intentions known, even though they may use idiosyncratic ways of doing so; (2) that adults play important roles in supporting their communicative bids; and (3) that this set of tools was sufficiently sensitive to subtle and fine-grained nonverbal cues that might otherwise be overlooked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01