在AAC中有共同点:使用AAC的孩子和教师如何在多式联络课堂上塑造互动
Seray Ibrahim1,2, Michael Clarke3, Asimina Vasalou1
1Institute of Education, University College London, London, UK.
Augmentative and alternative communication (Baltimore, Md. : 1985)
|December 4, 2023
概括
使用增强型和替代性沟通 (AAC) 的儿童是富有资源的多式联络者. 这项研究揭示了他们如何利用各种资源来导航课堂互动,并有效地宣称他们的代理权.
科学领域:
- 多式联运通信 多式联运通信
- 儿童发展 儿童发展
- 教育心理学教育心理学
背景情况:
- 使用增强和替代通信 (AAC) 的儿童本质上是多式联络者.
- 课堂互动对AAC用户来说,在实现相互理解和完成任务方面存在挑战.
- 现有的研究往往忽视了AAC用户与环境互动的细微方式.
研究的目的:
- 探索年轻的AAC用户 (6-9岁) 在课堂环境中如何使用多式联络资源.
- 检查在互动期间建立共同立场和儿童机构的成就和挑战.
- 分析孩子们用来塑造课堂话语和宣扬自己的声音的具体实践.
主要方法:
- 分析了使用AAC.儿童参与的课堂互动的视频录像.
- 详细的多式联络分析,重点关注语音,手势,技术和时间资源.
- 检查与澄清,对话扩展和破坏有关的交互实践.
主要成果:
- 孩子们有效地利用了一系列多式联络资源来共同控制课堂互动.
- 确定了具体的做法,包括拒绝澄清和吸引其他人参与对话.
- 孩子们展示了有说服力的表达方式,甚至打断了老师主持的演讲.
结论:
- 多模式分析提供了对儿童的创造力和对话动态的细微了解.
- 这项研究突出显著的对话不对称性和儿童在约束中的代理权.
- 调查结果强调了承认和支持AAC用户的多式联络能力的重要性.
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