Investigating Peer Attitudes towards the Use of Key Word Signing by Children with Down Syndrome in Mainstream Schools

Autor/inn/en	Bowles, Caoimhe; Frizelle, Pauline
Titel	Investigating Peer Attitudes towards the Use of Key Word Signing by Children with Down Syndrome in Mainstream Schools
Quelle	In: British Journal of Learning Disabilities, 44 (2016) 4, S.284-291 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12162
Schlagwörter	Foreign Countries; Down Syndrome; Peer Relationship; Student Attitudes; Mainstreaming; Phenomenology; Qualitative Research; Interviews; Young Children; Nonverbal Communication; Sign Language; Ireland + Suchen Sie Ihr Suchwort? Ausland; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Peer-Beziehungen; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Frühe Kindheit; Non-verbal communication; Nonverbale Kommunikation; Gebärdensprache; Irland
Abstract	Background: Lámh is a key word signing approach used in Ireland, which can support the communication needs of children with Down syndrome. However, the success of this approach in mainstream schools relies heavily on the attitudes of those within the school environment. To date, two studies have explored the attitudes of teaching staff towards the use of keyword signing in schools; however, no previous research has investigated peer attitudes towards this method of communication. This study aimed to explore the attitudes of peers towards the use of Lámh by children with Down syndrome in mainstream schools. Materials and Methods: The study was qualitative, using interpretative phenomenological analysis procedures to analyse eight interviews with children, ranging in age from 6 to 8 years. Results and Conclusion: Overall, mainstream school peers demonstrated an understanding and an appreciation of the use of key word signing. However, the success of this approach within the school was limited by a number of challenges evinced by the school peers, including making the signs accurately and remembering their meanings. Given the important interactive role of the peers of a child with Down syndrome in a mainstream school setting, these challenges need to be addressed to optimise the use of key word signing and increase the likelihood of successful communication between children with Down syndrome and their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01