Constructing Conditions of Participation through Play Formats: Children with Hearing Impairment and Complex Needs

Autor/in	Eilertsen, Lill-Johanne
Titel	Constructing Conditions of Participation through Play Formats: Children with Hearing Impairment and Complex Needs
Quelle	In: Deafness & Education International, 19 (2017) 2, S.95-106 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eilertsen, Lill-Johanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2017.1381814
Schlagwörter	Student Participation; Play; Children; Hearing Impairments; Peer Relationship; Intellectual Disability; Interaction; Foreign Countries; Young Children; Kindergarten; Special Needs Students; Elementary School Students; Video Technology; Observation; Norway + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Spiel; Child; Kind; Kinder; Hearing impairment; Hörbehinderung; Peer-Beziehungen; Intellect; Disability; Disabilities; Verstand; Behinderung; Interaktion; Ausland; Frühe Kindheit; Sonderpädagogischer Förderbedarf; Beobachtung; Norwegen
Abstract	This article explores the processes that facilitate interaction between children with unequal prerequisites for communication. Empirical examples are gathered from Norwegian schools and kindergartens. Some of the children in the study have hearing impairment in combination with intellectual disability. The examples demonstrate how these children make use of culturally imparted "play formats". These formats have a narrative structure; they are repeated and varied throughout the interaction. They consist of interchangeable roles and are dialogically organized. Participation is enabled through intersubjective processes that are situated in these play formats. The article describes how divergent communicative resources can interact in intersubjective processes that facilitate communication. The deep structures in the play formats, imparted through child culture, have a scaffolding function in communicative processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01