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Classmates' significance to reach inclusive education

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Classmates’ significance to reach inclusive education
Students who use AAC and are segregated from the regular class, are excluded from valuable social and academic learning opportunities with classmates.
The significance of classmates is usually understood in terms of children’s socialization processes, and is more rarely discussed as significant to children’s academic learning. Inclusive education can be described as the students’ participation through interaction and communication in activities where academic, social and cultural dimensions are intertwined processes. The aim of this presentation is to illuminate why and how interaction with classmates is significant to reach inclusive education for students who use AAC.
In social learning theories participation and communication with peers is described as “educational power”. Peer interaction and relationships within the regular class provide students with an array of social and communication skills, and can have a profound effect on success in school and overall well-being.
This presentation is built on results from a PhD-project with the title Participation in school for students who use augmentative and alternative communication (AAC). The project is a qualitative observational study at six different regular lower secondary school classes in Norway where one of the students in each class uses AAC.The presentation will describe inclusive situations and discuss influencing factors revealed from the study.

Author(s):

Signhild Skogdal    
National special education support service
Norway

 

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