Investigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schools

Abstract

Background: Lámh is a key word signing approach used in Ireland, which can support the communication needs of children with Down syndrome. However, the success of this approach in mainstream schools relies heavily on the attitudes of those within the school environment. To date, two studies have explored the attitudes of teaching staff towards the use of keyword signing in schools; however, no previous research has investigated peer attitudes towards this method of communication. This study aimed to explore the attitudes of peers towards the use of Lámh by children with Down syndrome in mainstream schools. Materials and Methods: The study was qualitative, using interpretative phenomenological analysis procedures to analyse eight interviews with children, ranging in age from 6 to 8 years. Results and Conclusion: Overall, mainstream school peers demonstrated an understanding and an appreciation of the use of key word signing. However, the success of this approach within the school was limited by a number of challenges evinced by the school peers, including making the signs accurately and remembering their meanings. Given the important interactive role of the peers of a child with Down syndrome in a mainstream school setting, these challenges need to be addressed to optimise the use of key word signing and increase the likelihood of successful communication between children with Down syndrome and their peers

Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens

“…The findings of this project support previous research which found that children enjoy using keyword signs (Bowles and Frizelle 2016) and that Big Books (without signs) are a successful way of engaging young children with stories (Jayendra, Nitiasih, and Mahayanti 2018). The study goes beyond this existing research to show that Sign Supported Big Books are highly valued and enjoyed by teachers.…”

“…One rare evaluation examined the attitudes of 6-year-old pupils (without special educational needs) to using Lámh, an Irish keyword signing approach. This study by Bowles and Frizelle (2016) found that all children had a positive attitude towards using this type of signing (Bowles and Frizelle 2016). Mistry and Barnes (2012) evaluated the use of Makaton, a UK keyword sign approach, to support reception class children (approximately 5 years of age), many of whom had English as an Additional Language (EAL).…”

Indonesian teachers’ epistemological beliefs and inclusive education

“…Keyword signing has been introduced to inclusive classrooms in Indonesia, to support pupils with IDs who might previously have been excluded from education (Sheehy and Budiyanto, 2014). Research has identified that people's beliefs about the stigmatization of difference, in relation to children with IDs, can be elicited through their responses to questions about the use, and potential use, of manual signing (Bowles and Frizelle, 2016). The stigmatization of children whose behaviour or appearance makes them look different to their peers, for example, through signing (Sheehy and Duffy, 2009), is a major issue in inclusive education internationally (United Nations Children's Fund, 2012) and a particular issue in Indonesia (Heung and Grossman, 2007).…”

Key word signing: Parents’ experiences of an unaided form of augmentative and alternative communication (Lámh)

“…These issues were particularly pertinent in main stream schools although not exclusive to same. Recent Irish research by Bowles and Frizelle (2016) revealed that teachers struggled trying to adapt to the use of Lámh within the class room setting due to the lack of knowledge in the area. Perceive lack of knowledge is not unique to the Irish education setting, as it has emerged in other contexts with other forms of AAC (De Bortoli et al, 2014;Kent-Walsh and Light, 2009; McNaughton et al, 2008; Singh et al, 2017).…”