(Meta)Communication Strategies in Inclusive Classes for Deaf Students

Autor/inn/en	Kelman, Celeste Azulay; Branco, Angela Uchoa
Titel	(Meta)Communication Strategies in Inclusive Classes for Deaf Students
Quelle	In: American Annals of the Deaf, 154 (2009) 4, S.371-381 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Communication Strategies; Observation; Sign Language; Deafness; Academic Achievement; Interpersonal Relationship; Foreign Countries; Social Development; Emotional Development; Inclusive Schools; Bilingual Education; Elementary School Teachers; Video Technology; Second Language Instruction; Hearing (Physiology); Brazil + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Beobachtung; Gebärdensprache; Gehörlosigkeit; Taubstummheit; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Soziale Entwicklung; Gefühlsbildung; Inclusive school; Integrative Schule; Bilingual teaching; Bilingualer Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Gehör; Hören; Brasilien
Abstract	How can an inclusive classroom for deaf students be successful? The use of metacommunication strategies by teachers and hearing peers seems promising. Schools that promote this approach tend to improve deaf students' psychosocial development and academic achievement. However, this is not a general rule. The present study identifies the elements of success, with the investigators basing their analysis on extensive observation of 4 bilingual classes conducted by regular education and specialized teachers. The study was conducted in 3 public elementary schools in Brasilia, Brazil. Data were collected through direct observation (156 hours) and video recording (34 hours). Results were qualitatively analyzed from a microgenetic perspective. The investigators devised 14 categories of social interaction, e.g., visual contact and responsivity, multimodal communication, co-construction of meanings, flexible use of space, and sign language instruction for hearing students. (Contains 5 tables.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10