Communicative Work: Establishing Communication by Severely Disabled Children in Small Group Homes

Autor/in	Fylkesnes, Ingunn
Titel	Communicative Work: Establishing Communication by Severely Disabled Children in Small Group Homes
Quelle	In: Child Care in Practice, 27 (2021) 4, S.422-438 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fylkesnes, Ingunn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-5279
DOI	10.1080/13575279.2020.1812532
Schlagwörter	Severe Disabilities; Group Homes; Foreign Countries; Interpersonal Communication; Communication Strategies; Communication Skills; Preadolescents; Intellectual Disability; Comorbidity; Environmental Influences; Nonverbal Communication; Norway + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Gruppenheim; Ausland; Interpersonale Kommunikation; Kommunikationsstrategie; Kommunikationsstil; Pre-adolescence; Präadoleszenz; Intellect; Disability; Disabilities; Verstand; Behinderung; Environmental influence; Umwelteinfluss; Non-verbal communication; Nonverbale Kommunikation; Norwegen
Abstract	The aim of the article is to provide new insights into the lives of severely intellectually disabled children who are living in Norwegian small group homes. The research question is designed to address how these children, who have limited verbal language, initiate communication in order to participate in everyday life in an institutional setting. The main research method was participant observation within three residential units. Eleven children and young people participated alongside the caring staff. The author identifies and discusses four modes of communication, three of them initiated by the children in relation to the institutional residential context: communicative environment, collaborative conversations, communicative rituals, and bodily expressions laden with meaning. The analysis is framed in the context of a monologue-dialogue dichotomy. The findings indicate that in many ways the children appear to act beyond their anticipated limited cognitive capabilities through their communicative work. However, to achieve their communicative potential, the children are dependent on the staff's communicative behaviour and responses, as well as the institutional frames. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01