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Related Experiment Video

Updated: Jun 18, 2026

Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language

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Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating

Helena Tegler¹, Ingrid Demmelmaier¹, Monica Blom Johansson²

¹Department of Public Health and Caring Sciences, Uppsala Universitet Disciplinary Domain of Medicine and Pharmacy, Uppsala, Sweden.

Augmentative and Alternative Communication (Baltimore, Md. : 1985)

|September 29, 2020

Summary

This study shows how teachers and assistants can support students using eye-gaze speech-generating devices (SGDs) in classrooms. Collaborative practices create opportunities for student participation, promoting educational inclusion.

Keywords:

Cerebral palsy conversation analysis eye-gaze inclusive classrooms speech-generating device

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Area of Science:

Education
Linguistics
Assistive Technology

Background:

Inclusive education requires effective communication strategies for students with disabilities.
Students with severe disabilities often use speech-generating devices (SGDs) for communication.
Eye-gaze technology offers a means for accessing SGDs for individuals with limited motor control.

Purpose of the Study:

To analyze how teachers, assistants, and peers facilitate classroom interaction for students using eye-gaze accessed SGDs.
To identify scaffolding and collaborative practices that enable SGD-mediated turns.
To understand how these practices contribute to the educational inclusion of students with disabilities.

Main Methods:

Conversation Analysis of video recordings from inclusive classrooms.
Focus on multiparty interactions involving students with severe cerebral palsy and intellectual disability using eye-gaze SGDs.
Analysis of specific interactional practices, including turn allocation and scaffolding.

Main Results:

Three key practices were identified: explicit turn allocation with display questions, on-screen scaffolding, and managing turn competition.
Differences were observed in teacher and assistant practices regarding vocabulary access for SGD users.
These practices collectively created a 'response space' for students using eye-gaze SGDs.

Conclusions:

Specific interactional practices are crucial for enabling students who use eye-gaze SGDs to participate in classroom discourse.
Scaffolding and collaborative organization by adults and peers are vital for educational inclusion.
Further research into these practices can inform better support for students with communication disabilities.