An Analysis of Educational Dialogue as Support for Learning for Young Pupils with Autism in Mainstream Schools

Autor/inn/en	Conn, Carmel; Lewis, Mererid; Matthews, Siwan
Titel	An Analysis of Educational Dialogue as Support for Learning for Young Pupils with Autism in Mainstream Schools
Quelle	In: International Journal of Inclusive Education, 24 (2020) 3, S.251-265 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conn, Carmel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1458254
Schlagwörter	Autism; Pervasive Developmental Disorders; Mainstreaming; Teaching Methods; Elementary School Students; Elementary School Teachers; Interpersonal Communication; Dialogs (Language); Teacher Aides; Interaction; Teacher Student Relationship; Inclusion; Foreign Countries; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Handreichung; Lehrerhilfe; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Ausland
Abstract	Dominant deficit-focused discourses of autism have supported the use of specialised practices within education. This is despite the fact that recent micro-level research provides evidence of overlooked interactional competence in autistic children and problematises the idea of their unavailability to ordinary teaching methods. The aim of this pilot project was to investigate processes of teaching and learning for two autistic pupils identified as doing well in their respective mainstream primary schools. The study used a participatory design in which practitioners were invited to be co-researchers and contribute to the gathering and analysis of recorded information about interaction. Transcription conventions used in conversation analysis were applied to moments of interaction that were identified by co-researchers as significant. The analysis demonstrates that practitioners showed a strong preference for a dialogic teaching approach to extend pupil thinking, for example, following the pupil's lead in interaction, asking rather than telling and taking an interest in the pupil as a person. Pupils demonstrated their ability to respond effectively to this, including participating in interaction at a structural level of cooperation and providing preferred responses with minimal pauses. Practitioners used talk flexibly, to support topic learning in relation to lesson content, but also to support areas of social-emotional learning that are seen as important for pupils on the spectrum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01