Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment

Autor/inn/en	Atterström, Andrea; Malmqvist, Johan; Anderberg, Elsie; Swärd, Ann-Katrin
Titel	Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 6, S.1101-1119 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atterström, Andrea) ORCID (Malmqvist, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1940880
Schlagwörter	Reading Improvement; Writing Improvement; Students with Disabilities; Speech Impairments; Physical Disabilities; Severe Disabilities; Elementary School Students; Augmentative and Alternative Communication; Assistive Technology; Foreign Countries; Literacy; Self Efficacy; Sweden + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Physical handicap; Körperbehinderung; Severe disability; Schwerbehinderung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Self-efficacy; Selbstwirksamkeit; Schweden
Abstract	Earlier research shows an arrest in reading and writing development among 9-12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner's phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher-participant longitudinal dialogues focusing on the students' experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students' development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01