Teachers' Responses to Severely Mentally Handicapped Children's Initiations in the Classroom

Beveridge, Michael; Hurrell, Pauline

doi:10.1111/j.1469-7610.1980.tb00029.x

Cited by 16 publications

(6 citation statements)

References 6 publications

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“…Similar results have been found with children with learning disabilities. Teachers have been observed to not maintain significantly more interactions than they actually do maintain (Beveridge & Hurrell, 1980). Ware (1990) studied staff-pupil interactions and found that interactions occurred only once every 12-13 minutes with pupils with profound and multiple learning disabilities Ultimately, staff and/or carers have the greatest opportunities to communicate with people with learning disabilities, exerting a powerful effect on a person's everyday life (Landesman-Dwyer & Knowles, 1987).…”

Section: Introductionmentioning

confidence: 99%

A comparison of three approaches to delivering a speech and language therapy service to people with learning disabilities

Money

1997

Intl J Lang & Comm Disor

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Abstracts This research aimed to compare three different approaches to delivering a speech and language therapy service to people with learning disabilities, in order to make recommendations for future service delivery. The three approaches all involved working with key communication partners in the environment. They were: (i) working directly on a one‐to‐one basis with the person and partner; (ii) working indirectly by providing teaching for partners; and (iii) a combination of these two approaches. A teaching course called ‘Talkabout’ was used. Talkabout aims for staff to reach a recognised level of knowledge and competence in communication skills, thus facilitating the communication skills of their service users. The results indicated that whilst communication changed in all three approaches, overall changes were greater in the combination approach. Only the combination approach demonstrated statistically significant differences following intervention, in terms of staff initiations, service user responses, and their use of additional modalities. Le but de cette recherche a été de comparer trois méthodes différentes pour assurer un service orthophonique à des gens souffrant de difficultés d'apprentissage, afin de faire des recommendations pour l'avenir des services assurés. Les trois méthodes utilisent l'établissement de liens avec des partenaires essentiels de communication dans l'entourage. Elles consistent (i) à travailler directement sur une base individuelle avec la personne et le partenaire; (ii) à travailler indirectement afin d'apporter un ensignement au partenaire; (iii) en une combinaison de ces deux méthodes. L'on a utilisé un cours d'enseignement appelé le Talkabout. Le but du Talkabout est d'amener le personnel à un niveau reconnu de connaissances et de compétences dans les capacités de communication, afin de faciliter les capacités de communication des utilisateurs de leurs services. Les résultats indiquent que même si la communication changeait dans toutes les méthodes de combination. Cette dernière était la seule à montrer des différences statistiquement significatives après intervention, en ce qui concernait l'initiation du personnel, les réactions des utilisateurs des services, et leur utilisation de modalités supplémentaires. Ziel dieser Untersuchung war der Vergleich dreier Ansätze zur Sprachtherapie für Lernbehinderte, um Empfehlungen für ein zukuunftiges Therapieangebot machen zu können. Alle drei Ansätze basierten auf der Zusammenarbeit mit wichtigen Kommunikationspartnern der betroffenen Personen, nämlich (i) die direkte Zusammenarbeit mit der Person und ihrem Kommunikationspartner, (ii) der indirekte Ansatz mit einem Lehrangebot für den Partner, (iii) die Kombination von (i) und (ii). Ein Lehrerkurs Talkabout wurde eingesetzt. Mit Talkabout soll das Lehrpersonal einen bestimmten Kenntnisstand sowie eine bestimmtes Niveau kommunikativer Kompetenz erreichen und dabei die Kommunikationsfähigkeit ihrer Patienten fördern. Die Ergebnisse zeigten, daß obwohl das Kommunikationsniveau bei allen ...

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Section: Introductionmentioning

confidence: 99%

A comparison of three approaches to delivering a speech and language therapy service to people with learning disabilities

Money

1997

Intl J Lang & Comm Disor

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“…Second, societal values in general and people's response to the handicapped child in particular also may affect network composition. Handicapped children typically have been excluded from situations that would tend to promote peer interaction (Beveridge & Evans, 1978;Beveridge & Hurrell, 1980). Stigmatization and segregation may prevent peer contact (the tendency to isolate the deviant may come from within as well as from outside the family).…”

Section: Adults and Peersmentioning

confidence: 99%

Young children's social networks as a function of age and dysfunction

Lewis

Feiring

Brooks‐Gunn

1988

Infant Ment. Health J.

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Social networks provide a larger context than that of the nuclear family in which the child develops. In order to examine the networks of young children, mothers of 75 handicapped children, aged 3 to 6 years, and a matched sample of normal children were surveyed in terms of people in the child's network and frequency of daily contact. The effects of age of subject and handicapping condition on social network composition and contact were of interest. Handicapping condition played a much greater role in the network composition than did chronological age. Handicapped children had larger networks, although they did not have daily contact with network members compared to normal children. Handicapped children thus were not isolated, but appeared to have a large network composed of relatives and adults and, to a lesser extent, peers. Normal children showed a developmental shift, in terms of an increase in the proportion of peers to adults, from 3 to 6 years, whereas handicapped children did not show this change. It is suggested that the handicapped child's developmental delay and caregiving demands may necessitate greater and more prolonged adult contact, which, consequently, constrains the nature of the social network in terms of adult and peer composition. Insufficient peer contact may restrict the handicapped child's opportunity to learn important social skills.

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“…That placing too much emphasis on keeping to prescribed tasks has the effect of discouraging interaction is suggested by a study of teachers' responses to ESN( S) children's initiations in free play situations (Beveridge and Hurrell, 1980). Bryan and Wheeler (1976), in similar vein, found that teachers of the severely multiply handicapped tended to ignore their pupils' initiations.…”

Section: The Significance Of Shared Regulation In the Curriculummentioning

confidence: 99%

Education With Understanding?

1983

British J Special Edu

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Teachers' Responses to Severely Mentally Handicapped Children's Initiations in the Classroom

Cited by 16 publications

References 6 publications

A comparison of three approaches to delivering a speech and language therapy service to people with learning disabilities

A comparison of three approaches to delivering a speech and language therapy service to people with learning disabilities

Young children's social networks as a function of age and dysfunction

Education With Understanding?

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