Realising child voice: the development of Cue Cards

Abstract

There has been lively and continuing interest worldwide about how best to ensure that all children, and, in particular, children with special needs or disabilities, have their views heard. In the UK, successive legislation across children's services has made this increasingly important. Children's views are even a part of the formal evaluation of many services (such as reviews and inspections of peripatetic support services in education). Making such processes 'real' rather than token requires that we find effective ways through which all children can share what they feel about their schools, services and provision. This article describes a technique using a small number of card pictures (eight) to prompt ideas about key elements of a narrative. We suggest that this approach, which has been tried and tested in depth in a local authority (as well as in various research projects), has considerable application in teaching and assessment with diverse children and young people across various contexts. We include examples to illustrate the versatility and value of the approach for schools and other services.

Delaktig (även) på äldre dar : Åldrande och delaktighet bland personer med intellektuell funktionsnedsättning som bor i gruppbostad

“…However, doing so, and developing suitable study designs is important for improving wellbeing of this group (McDonald, Kidney & Patka, 2013). In order to overcome the methodological difficulties involved in interviewing people with ID, I used several strategies, such as asking the questions in a concrete way, and using pictures as a complement to written and/or oral questions (Folkestad, 2000;Kjellberg, 2002;Brewster, 2004;Lewis, Newton & Vials, 2008;Nind, 2008). These strengthen the trustworthiness of the results.…”

“…Vid konstruerandet av intervjuguiden framarbetades även ett stimulusmaterial (Wibeck, 2000), i form av pictogrambilder, fotografier, tecknade bilder och stödord, i syfte att stödja kommunikationen i intervjusituationen genom att anpassa frågornas abstraktionsnivå (Folkestad, 2000;Kjellberg, 2002;Ringsby Jansson, 2002;Brewster, 2004;Lewis, Newton & Vials, 2008). Stimulusmaterialet användes även för att väcka tankar hos informanterna kring intervjuns teman (Wibeck, 2000).…”

Avaliação de websites por pessoas com deficiência de aprendizagem

“…Mesmo as pessoas capazes de se comunicar razoavelmente bem podem ter problemas na articulação e não responder quando confrontado com perguntas abertas (BOOTH;BOOTH, 1996). Uma solução para aqueles que acham particularmente difícil se comunicar é o auxílio visual de placas de sinalização (LEWIS et al, 2008) ou cartas colocadas numa tábua ou mesa (MURPHY, 1997;MURPHY;CAMERON, 2002 …”

14. Methodological challenges

“…Lewis (2004) found that question and answer formats may be more constraining than narratives or use of statements. The dilemma is that individuals with emotional, learning or communication difficulties may require highly structured support in giving their views, but such support may distort views through the nature and phrasing of questions (Lewis, Newton & Vials, 2008). One approach which has been developed to address this is Cue Cards used to facilitate eliciting views from a broad spectrum of children and providing 'a structure which, while scaffolding elicitation processes and responses, do not constrain or bias' (Lewis et al, 2008, p.27).…”

“…Interviewers using the approach (like any skilled qualitative interviewers) need to keep their talk to a minimum, to get away from 'the rigid and limiting question-answer-response format of much adult-child talk' (Lewis et al, 2008, p.27). Lewis (2001;Lewis et al 2008) provides a full account of these issues for researchers wanting to find out more. Grove et al (1999) argue that authenticity, credibility and trustworthiness are all more important when AAC is used because the person with learning difficulties has to rely on someone else to select the vocabulary available to them.…”