Teachers' attitudes to signing for children with severe learning disabilities in Indonesia

Sheehy, Kieron; Budiyanto, -

doi:10.1080/13603116.2013.879216

Cited by 23 publications

(49 citation statements)

References 19 publications

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“…This finding is marginally different from studies conducted with teachers and classroom assistants which revealed considerable individual variation in the attitudes of school staff towards KWS (Sheehy & Budiyanto, ; Sheehy & Duffy, ). Although most participants in previous studies expressed an understanding of the value of KWS, some did not understand its true value, believing instead that KWS was detrimental to speech and of limited use in the wider environment (Sheehy & Budiyanto, ; Sheehy & Duffy, ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Communication partners who are not fully convinced of the potential value of manual signing are unlikely to encourage a child to use this approach. To date, two studies have addressed these attitudes, by researching the perspectives of teachers and classroom assistants (Sheehy & Budiyanto, 2014;Sheehy & Duffy, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…The second study researching attitudes towards KWS was carried out by Sheehy & Budiyanto, 2014;. These authors conducted an investigation into teachers' attitudes towards signing in relation to children with severe learning disabilities in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

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

Bowles

Frizelle

2016

Brit J Learn Disabil

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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

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Bowles

Frizelle

2016

Brit J Learn Disabil

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“…Chapter 5 of the thesis includes the published manuscript for the study '"I've had a love-hate, I mean mostly hate relationship with these PODD books": Parent perceptions of (Raghavendra, Virgo, Olsson, Connell, & Lane, 2011;Sheehy & Budiyanto, 2014). This disability may be due to physical, psychological, and/or cognitive impairments (Thirumanickam, Raghavendra, & Olsson, 2011).…”

Section: Thesis Overviewmentioning

confidence: 99%

“…Screening agreement between the three authors was 87.18%, and consensus for all articles was reached following group discussion. One additional article (Balandin et al, 2001) was identified for inclusion upon reviewing the reference lists of the included articles, and two articles were added from the researcher's personal library (San & Abdullah, 2013;Sheehy & Budiyanto, 2014). This totalled 43 articles for inclusion in the review.…”

Section: Identification and Classification Of Relevant Studiesmentioning

confidence: 99%

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Moorcroft¹

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Children with a severe communication disability who are unable to use speech for everyday communication are said to have complex communication needs. This disability may be due to physical, psychological, and/or cognitive impairments; and commonly results in a variety of activity limitations and participation restrictions. Augmentative and alternative communication (AAC) systems are often introduced to these children by speech-language pathologists (SLPs). When embraced by the child's parents and modelled in a variety of environments, AAC can result in significant benefits for the child's communication and quality of life. Many parents however reject the idea of AAC from the outset or attempt and later abandon use of the system, thus impacting their child's communication development and success. Despite the implications of AAC rejection and abandonment, this phenomenon has seldom been explored in the literature. Therefore, the series of studies described in this thesis sought to understand why parents of children with complex communication needs may reject or abandon the AAC system introduced to their child. This objective was achieved via a systematic review, three qualitative descriptive studies, and a correlational quantitative investigation. The systematic review aimed to synthesise the barriers and facilitators to the provision and use of low-tech and unaided AAC systems. Relevant literature was identified via a systematic search strategy and qualitative framework analysis was then completed with reference to the International Classification of Functioning, Disability, and Health (ICF). Most barriers and facilitators were coded as contextual factors (i.e., environmental and personal factors) within the ICF. Of most prominence were environmental factors including the attitudes and supports of professionals, family members, and society at large. For example, both parents and SLPs held misconceptions about AAC and lacked time to support the implementation of an AAC system. Additional environmental factors related to the AAC I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Inclusive schooling in Southeast Asian countries: a scoping review of the literature

Hosshan

Stancliffe

Villeneuve

et al. 2019

Asia Pacific Educ. Rev.

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Most of the Southeast Asian region is comprised of developing countries. This region has a short history of inclusive education implementation and differs from developed countries' more mature inclusive education systems. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the region. We used scoping review methodology to examine peer-reviewed literature published between January 1994 and January 2017 on inclusive schooling in the Southeast Asian countries. The inputs-processes-outcomes (IPO) model was used to group and describe the extant research. Thirty-eight articles were identified that contributed to region of Southeast Asia inclusive education research. The majority (n = 29, 76%) were published after 2010. The articles were organised by IPO stage: Inputs stage (staff professional and teacher education, resources and finances, leadership, curriculum and policy); Processes stage (collaboration and shared responsibility, school practice, classroom practice and climate) and Outcomes stage (participation). The elements of staff professional and teacher education, and collaboration and shared responsibility were most frequently featured in the literature of the inputs and processes stages. Research information about the outcomes stage of inclusive schooling was sparse. The inclusive education literature from the region is still emerging. A greater focus on outcomes is recommended in future research and practice. Having outcome data will enable evaluation of the quality and effectiveness of inclusive education. If evaluation reveals problems, then aspects of the inputs and processes stages may need to be improved to achieve better outcomes.

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Teachers' attitudes to signing for children with severe learning disabilities in Indonesia

Cited by 23 publications

References 19 publications

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

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

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Inclusive schooling in Southeast Asian countries: a scoping review of the literature

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