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(Meta)communication strategies in inclusive classes for deaf students
Celeste Azulay Kelman1, Angela Uchôa Branco
1University of Brasília, School of Education, Brazil.
American Annals of the Deaf
|January 14, 2010
Summary
Successful inclusive classrooms for deaf students utilize metacommunication strategies. These strategies enhance psychosocial development and academic achievement by fostering interaction and understanding between deaf and hearing students.
Area of Science:
- Education
- Linguistics
- Psychology
Background:
- Inclusive education for deaf students presents unique challenges.
- Metacommunication strategies show promise in improving deaf student outcomes.
- Success is not universal, necessitating identification of key elements.
Purpose of the Study:
- To identify critical success factors for inclusive bilingual classrooms for deaf students.
- To analyze the role of metacommunication in supporting deaf students' development and academic success.
Main Methods:
- Qualitative analysis of extensive observations (156 hours) and video recordings (34 hours) in 4 bilingual classrooms.
- Microgenetic perspective applied to data from 3 public elementary schools in Brasilia, Brazil.
- Identification and categorization of social interaction elements.
Main Results:
- 14 categories of social interaction were identified as crucial for success.
- Key elements include visual contact, responsivity, multimodal communication, co-construction of meaning, flexible space use, and sign language instruction for hearing students.
- Effective metacommunication fosters better psychosocial development and academic achievement.
Conclusions:
- Specific social interaction and metacommunication strategies are vital for successful inclusive deaf education.
- Teacher and peer engagement in these strategies significantly impacts deaf students' educational journey.
- Further research can refine these strategies for broader implementation.
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