Early Communication Strategies: Using Video Analysis to Support Teachers Working with Preverbal Pupils

Autor/in	Anderson, Carolyn
Titel	Early Communication Strategies: Using Video Analysis to Support Teachers Working with Preverbal Pupils
Quelle	In: British Journal of Special Education, 33 (2006) 3, S.114-120 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2006.00426.x
Schlagwörter	Comprehension; Communication Strategies; Learning Disabilities; Teacher Student Relationship; Communication Research; Classroom Communication; Classroom Techniques; Teacher Role; Student Motivation; Student Participation; Interaction Process Analysis; Videotape Recordings; Severe Disabilities + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Kommunikationsstrategie; Learning handicap; Lernbehinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsforschung; Klassengespräch; Klassenführung; Lehrerrolle; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prozessanalyse; Severe disability; Schwerbehinderung
Abstract	Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil interactions. The recordings were then analysed in terms of the numbers of turns taken by pupils and teachers; the strategies teachers and pupils used to initiate and respond in interactions; and the numbers of information carrying words teachers used with pupils with different levels of language comprehension. Carolyn Anderson's findings will help teachers who want to develop their own awareness of the role they play in communicating with pupils. This research will also support staff who are trying to encourage pupils with learning difficulties to become more actively involved in interactions and teaching and learning opportunities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10