Inclusion of a Child with Expressive Language Difficulties in a Mainstream Australian Preschool -- Roundabout Ways Can Create Opportunities for Participation

Autor/inn/en	Johora, Fatema Taj; Fleer, Marilyn; Veresov, Nikolai
Titel	Inclusion of a Child with Expressive Language Difficulties in a Mainstream Australian Preschool -- Roundabout Ways Can Create Opportunities for Participation
Quelle	In: International Journal of Inclusive Education, 25 (2021) 11, S.1252-1269 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johora, Fatema Taj) ORCID (Fleer, Marilyn) ORCID (Veresov, Nikolai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1609100
Schlagwörter	Foreign Countries; Expressive Language; Language Impairments; Inclusion; Students with Disabilities; Genetic Disorders; Preschool Education; Preschool Children; Student Participation; Child Development; Educational Practices; Video Technology; Observation; Educational Environment; Peer Acceptance; Speech Impairments; Interaction; Barriers; Interpersonal Communication; Australia + Suchen Sie Ihr Suchwort? Ausland; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kindesentwicklung; Bildungspraxis; Beobachtung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Language handicps; Language impairments; Interaktion; Interpersonale Kommunikation; Australien
Abstract	Contemporary educational policies both at international and national levels acknowledge the educational rights of all children and their inclusion in mainstream educational practices. Like other children at risk, children with disabilities have opportunities to access mainstream education but their participation is not always realised in practice. To address opportunities and challenges of inclusion of children with disabilities, this paper examines the participation of one focus child (four years), with Soto's Syndrome, who attends a mainstream Australian preschool setting. Guided by the cultural-historical theory, digital video data of the focus child's activities in everyday preschool practices (13 h) was gathered over a period of eight months. The findings suggest that although the focus child faces difficulties in expressive language, she created her own developmental trajectory of participation. The focus child used educators as her living auxiliary tools and educators used auxiliary questions to support the child to express and communicate through a process of building shared meaning. Though the findings are limited in regard to generalisation, the understanding about the dialectical effort of adults and the focus child to create a roundabout way to overcome incongruences could be a strong basis for conceptualising inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01