Increasing Inclusion in Early Childhood: Key Word Sign as a Communication Partner Intervention

Autor/inn/en	Cologon, Kathy; Mevawalla, Zinnia
Titel	Increasing Inclusion in Early Childhood: Key Word Sign as a Communication Partner Intervention
Quelle	In: International Journal of Inclusive Education, 22 (2018) 8, S.902-920 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cologon, Kathy) ORCID (Mevawalla, Zinnia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1412515
Schlagwörter	Inclusion; Early Childhood Education; Intervention; Augmentative and Alternative Communication; Journal Writing; Sign Language; Nonverbal Communication; Disabilities; Communication Strategies; Civil Rights; Barriers; Preservice Teachers; Student Journals; Student Attitudes; Language Skills; Communication Skills; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Zeitschriftenaufsatz; Gebärdensprache; Non-verbal communication; Nonverbale Kommunikation; Handicap; Behinderung; Kommunikationsstrategie; Bürgerrechte; Grundrechte; Zivilrecht; Studentenzeitung; Schülerverhalten; Language skill; Sprachkompetenz; Kommunikationsstil; Ausland; Australien
Abstract	The importance of communication partner intervention to support the successful implementation of augmentative and alternative communication (AAC) strategies has been established. Despite this, limited knowledge and use of AAC form serious barriers to inclusion. In this study, 196 pre-service early childhood teachers were taught key word signing (KWS), one common form of AAC, along with approximately 80 Auslan signs. Participants were asked to develop ideas for implementing KWS in early childhood settings. Using participant journal entries, we conducted a thematic analysis to investigate the perceived impact of using KWS in early childhood practice. Participants reported the belief that KWS was beneficial for supporting communication development. Participants identified that using KWS can facilitate inclusive approaches through reducing barriers to participation, valuing diversity, and supporting a sense of belonging. Additionally, participants reported that engaging with inclusive approaches to using KWS formed a catalyst for fostering openness to inclusion more broadly. Overall, the findings demonstrate that approaching KWS as a communication partner intervention holds potential for contributing to the conditions for inclusion in early childhood settings in line with social relational and human rights models of disability. Implications for teacher education and inclusive practice are discussed, as are the limitations of this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01