Quantitative Analysis of Classroom Communication Environments for Learners with Deaf Blindness

Autor/in	Brady, L. Beth
Titel	Quantitative Analysis of Classroom Communication Environments for Learners with Deaf Blindness
Quelle	In: Journal of Special Education, 56 (2022) 2, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brady, L. Beth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211041395
Schlagwörter	Statistical Analysis; Classroom Communication; Classroom Environment; Students with Disabilities; Deaf Blind; Language Usage; Teacher Certification; Special Education Teachers; Teacher Characteristics; Student Characteristics + Suchen Sie Ihr Suchwort? Statistische Analyse; Klassengespräch; Klassenklima; Unterrichtsklima; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mehrfach Behinderter; Sprachgebrauch; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	Classroom environments were analyzed to better understand adult language modeling rates and whether teacher certification practices contributed to differences with learners with deafblindness (DB). Student characteristics were also examined in relation to communication rates. When there is a dual sensory loss, access to tactile and visual communication forms (i.e., multimodal) in addition to verbal communication is needed. Data were collected from 15 teacher-student dyads from four states through behavioral coding of videotaped language samples, teacher surveys, and the Communication Matrix assessment. Overall, teachers used verbal communication significantly more than additional classroom staff. Teachers in a state that required a severe/profound certification had significantly higher rates of overall communication and visual communication, and they had students with higher communication levels. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01