A Comparison between the Use of Two Speech-Generating Devices: A Non-Speaking Student's Displayed Communicative Competence and Agency in Morning Meetings in a Compulsory School for Children with Severe Learning Disabilities

Autor/inn/en	Tegler, Helena; Pilesjö, Maja S.
Titel	A Comparison between the Use of Two Speech-Generating Devices: A Non-Speaking Student's Displayed Communicative Competence and Agency in Morning Meetings in a Compulsory School for Children with Severe Learning Disabilities
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 2, S.175-194 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tegler, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231174604
Schlagwörter	Interpersonal Communication; Communication Skills; Severe Disabilities; Augmentative and Alternative Communication; Students with Disabilities; Teacher Role; Speech Impairments; Scaffolding (Teaching Technique); Special Education; Late Adolescents; Cerebral Palsy; Foreign Countries; Paraprofessional School Personnel; Student Participation; Sweden + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Kommunikationsstil; Severe disability; Schwerbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerrolle; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Halbstarker; Hirnlähmung; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schweden
Abstract	This study examines the displayed communicative competence and agency of a non-speaking student at a compulsory school for children with severe learning disabilities. The use of two different speech-generating devices (a single-message versus a multi-message speech-generating device) and the assignment of participation role (having the role of 'student' or 'teacher') were compared in two morning meetings. The two interactional sequences 'question-answers' and 'repair actions' were chosen because they provide participants with opportunities to display communicative competence and agency. The analysis showed that the displayed communicative competence and agency of the non-speaking student differed in relation to the kind of speech-generating device and the associated participatory role. Furthermore, the displayed communicative competence and agency was a product of the close collaboration between the student and the assistant and teachers who scaffolded the process. The study shows that teachers and assistants can influence the communicative competence and agency of non-speaking students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01