Difference between revisions of "Tegler2020a"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Helena Tegler; Ingrid Demmelmaier; Monica Blom Johansson; Niklas Norén |Title=Creating a response space in multiparty classroom setting...")
 
 
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|Author(s)=Helena Tegler; Ingrid Demmelmaier; Monica Blom Johansson; Niklas Norén
 
|Author(s)=Helena Tegler; Ingrid Demmelmaier; Monica Blom Johansson; Niklas Norén
 
|Title=Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices
 
|Title=Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices
|Tag(s)=EMCA; In press; Cerebral palsy; Gaze; Inclusive classrooms; Speech-generating device; Multiparty
+
|Tag(s)=EMCA; Cerebral palsy; Gaze; Inclusive classrooms; Speech-generating device; Multiparty
 
|Key=Tegler2020a
 
|Key=Tegler2020a
 
|Year=2020
 
|Year=2020
 
|Language=English
 
|Language=English
 
|Journal=Augmentative and Alternative Communication
 
|Journal=Augmentative and Alternative Communication
 +
|Volume=36
 +
|Number=4
 +
|Pages=203–213
 
|URL=https://www.tandfonline.com/doi/full/10.1080/07434618.2020.1811758
 
|URL=https://www.tandfonline.com/doi/full/10.1080/07434618.2020.1811758
|DOI=https://doi.org/10.1080/07434618.2020.1811758
+
|DOI=10.1080/07434618.2020.1811758
 
|Abstract=Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants’ classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent on-screen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student’s access to the vocabulary relevant to answering the teacher’s question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom.
 
|Abstract=Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants’ classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent on-screen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student’s access to the vocabulary relevant to answering the teacher’s question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom.
 
}}
 
}}

Latest revision as of 15:07, 17 February 2021

Tegler2020a
BibType ARTICLE
Key Tegler2020a
Author(s) Helena Tegler, Ingrid Demmelmaier, Monica Blom Johansson, Niklas Norén
Title Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices
Editor(s)
Tag(s) EMCA, Cerebral palsy, Gaze, Inclusive classrooms, Speech-generating device, Multiparty
Publisher
Year 2020
Language English
City
Month
Journal Augmentative and Alternative Communication
Volume 36
Number 4
Pages 203–213
URL Link
DOI 10.1080/07434618.2020.1811758
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants’ classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent on-screen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student’s access to the vocabulary relevant to answering the teacher’s question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom.

Notes