From Living to Lived and Being-With: Exploring the Interaction Styles of Children and Staff towards a Child with Profound and Multiple Learning Disabilities

Autor/in	Simmons, Ben
Titel	From Living to Lived and Being-With: Exploring the Interaction Styles of Children and Staff towards a Child with Profound and Multiple Learning Disabilities
Quelle	In: International Journal of Inclusive Education, 25 (2021) 6, S.657-670 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1569732
Schlagwörter	Students with Disabilities; Severe Intellectual Disability; Multiple Disabilities; Inclusion; Interaction; Interpersonal Communication; Mainstreaming; Peer Relationship; Teacher Student Relationship; Communication Skills; Caring; Nonverbal Communication; Human Body + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; Inklusion; Interaktion; Interpersonale Kommunikation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kommunikationsstil; Care; Pflege; Sorge; Betreuung; Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper
Abstract	'Profound and multiple learning disabilities' ('PMLD') is a term used in the UK to refer to children with extensive impairments to cognitive development. The majority of children with PMLD are taught in special schools where specialist interventions are deployed to help PMLD children progress through the preverbal stages of development. Despite international calls for 'inclusive education' there has been very little research examining how mainstream schools provide 'naturalistic' opportunities for PMLD children to develop early communication skills. This paper addresses the situation by presenting a project that investigated how special school staff and mainstream school peers embodied different interaction styles towards a child with PMLD. The research utilised ethnographic methods including participant observation, vignette-writing, and on-going dialogue with teaching staff to develop interpretations of the child's interactions in context. A novel phenomenological lens was applied to the findings to illuminate how differences in social engagement were contingent upon the framing of the body as living or lived, whether interactions were normatively symbolic or intercorporeal, and how different modes of 'Being-with' the participant shaped interactions. The paper concludes by discussing how models of interaction found in the PMLD field overlook the situated nature of sociality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01