A Right to Speak and a Right to Be Heard

Autor/in	Wickremesooriya, Shalini Felicity
Titel	A Right to Speak and a Right to Be Heard
Quelle	In: Canadian Journal of Action Research, 16 (2015) 1, S.3-21 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Inclusion; Student Participation; Student Rights; Speech Impairments; Language Impairments; Communication Disorders; Special Needs Students; Elementary School Students; Elementary School Teachers; Action Research; Semi Structured Interviews; Mixed Methods Research; Attitudes toward Disabilities; Teacher Attitudes; Familiarity; Knowledge Level; Teacher Student Relationship; Teacher Empowerment; Educational Practices; Student Attitudes; Foreign Countries; Observation; Questionnaires; Sri Lanka + Suchen Sie Ihr Suchwort? Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsstörung; Sonderpädagogischer Förderbedarf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Projektforschung; Lehrerverhalten; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungspraxis; Schülerverhalten; Ausland; Beobachtung; Fragebogen; Ceylon
Abstract	The study reported in this article is based on the premise that listening to the voices of students with Speech, Language and Communication Needs (SLCN) and reflecting and acting on student views is essential within inclusive education. Six primary grade students and six teachers participated in this action research project. Data was gathered through semi-structured interviews, informal interview techniques and classroom observations. Data was analyzed using a mixed methods approach. Findings suggest that teachers' knowledge and understanding regarding students with SLCN increase when they listen to students. This makes the teachers amenable to invest time and energy to learn. Teachers also require to be supported through continuous professional development programs. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01