Instructional Interactions of Students with Cognitive Disabilities: Sequential Analysis

Autor/inn/en	Kim, Ockjean; Hupp, Susan C.
Titel	Instructional Interactions of Students with Cognitive Disabilities: Sequential Analysis
Quelle	In: American Journal on Mental Retardation, 112 (2007) 2, S.94-106 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-8017
DOI	10.1352/0895-8017(2007)112[94:IIOSWC]2.0.CO;2
Schlagwörter	Special Education Teachers; Mental Retardation; Interaction; Student Teachers; Elementary School Students; Time on Task; Student Behavior; Teaching Styles; Student Participation; Responses; Feedback; Teacher Student Relationship; Special Needs Students + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Geistige Behinderung; Interaktion; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Zeitaufwand; Student behaviour; Schülerverhalten; Lehrstil; Unterrichtsstil; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sonderpädagogischer Förderbedarf
Abstract	We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions. (Author).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10