Teachers Greeting Children in Esn(s) Schools

Williams, Victoria; Davidson, Bridget; Hammond, J.; Johnson, Hans H.; Silverman, S.

doi:10.1179/bjms.1981.014

Cited by 3 publications

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“…Obliges which include questions and commands are demanding in dialogue. Nevertheless, more recent research with fiormal pre-school children (Wood et al, 1980;Tizard & Hughes, 1984) and with deaf children (Wood, Wood, Griffiths & Howarth, 1986) has suggested that obliges, especially question obliges, can be counterproductive in establishing discourse between adults and young normal deaf children. These investigators have found that, when teachers maintained conversations with young children mainly through the use of questions, the children displayed less initiative, answered less or answered tersely.…”

Section: Discussionmentioning

confidence: 99%

“…There have been very few naturalistic studies of teachers' behaviours in classrooms for SLD children. In contrast, there have been various naturalistic investigations of teacher-child dialogues in pre-school settings (Tough, 1977;Wood, McMahon & Cranstoun, 1980;Tizard & Hughes, 1984). The research with normal ability pre-schoolers has emphasised the importance of language in education.…”

Section: Introductionmentioning

confidence: 99%

“…1. SLD children with better comprehension receive longer utterances from their teachers than SLD children with lower comprehension (Williams, Davidson, Hammond, Johnson & Silverman, 1983). 2.…”

Section: Introductionmentioning

confidence: 99%

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Teacher‐pupil talk: Integrated vs segregated environments for children with severe learning difficulties

Conti‐Ramsden

Taylor

1990

Intl J Lang & Comm Disor

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The present study aimed to investigate the linguistic environment of children with severe learning difficulties attending nursery school. Teacher‐pupil talk with three normal language learners and five children‐with severe learning difficulties was examined in segregated and integrated settings. A cognitively based dialogue system analysis was used to ascertain the style and level of teacher and pupil interactions. Results revealed that teachers are able to adjust their speech when interacting with children of differing abilities but they do so by assuming a dominating role in dialogue through initiation and the use of obliges.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teacher‐pupil talk: Integrated vs segregated environments for children with severe learning difficulties

Conti‐Ramsden

Taylor

1990

Intl J Lang & Comm Disor

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Styles in Teaching and Learning

Davidson

1984

British J Special Edu

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The Language and Communication Content of FE Courses for Students with Severe Learning Difficulties

Roulstone¹

1989

British J Special Edu

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This article reports an investigation in further education colleges in the north west of England into the language and communication content of courses for students with severe learning difficulties. The inquiry was undertaken for the M.Ed degree of Liverpool University. Sue Roulstone is currently the chief speech therapist at Bristol Royal Hospital for Sick Children and teaches part time at Bristol Polytechnic.In recent years there has been an expansion in further education for individuals with severe learning difficulties (SLD) with a view to preparing them for independent living. Following trends of normalisation and integration, courses are now available in some colleges of further education (FE). Since communication deficits are often cited as a defining feature of their condition (Snyder and McLean, 1976), courses which seek to prepare individuals with SLD for a life in the community need a language and communication component. This study set out to evaluate the language component of courses in FE colleges. Further details of the study can be found in the unpublished M.Ed dissertation (Roulstone, 1987). This report focuses on special needs courses since, at the time of the investigation, this was the only route into FE colleges for students with SLD in the area studied. Thus, although locational integration, as defined by the Warnock Report, had been achieved, functional integration occurred rarely, with only one course offering a session with ordinary students. Opportunities were available for social integration in all the colleges, through canteens, students' union and youth clubs, but how far these were taken up by the students with SLD is not known. MethodThe course leaders fron nine further education colleges in five local education authorities (LEAs) in the north west of England were interviewed during the summer term of 1983.nYo of the seven LEAs approached offered no courses for students with SLD. Three of the courses had been running for eight years, one for six years and three for four years, with two being newly established. The courses sampled were all open to students with SLD, four taking these students exclusively. The average duration of the courses was two years; seven were full time courses, the other two were part time only. Staffstudent ratios ranged from 1:5 to 1:12/15 with a medianvalue of 1% The annual intake ranged from eight to 30.Interviews took place in the FE colleges and followed a semistructured format, which was piloted with one of the course leaders. With one exception, questions were nondirective. The exception concerned the preferred teaching methods of the course leaders. During the pilot interview it became clear that an open question might not yield specific information, so a forced-choice format was used.In addition to the interview, requests were made for copies of course documents, language and communication syllabuses, or policy documents. Only three of the courses were able to provide such documentation. Timetables were obtained from six of the courses.The use of an...

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Teachers Greeting Children in Esn(s) Schools

Cited by 3 publications

References 1 publication

Teacher‐pupil talk: Integrated vs segregated environments for children with severe learning difficulties

Teacher‐pupil talk: Integrated vs segregated environments for children with severe learning difficulties

Styles in Teaching and Learning

The Language and Communication Content of FE Courses for Students with Severe Learning Difficulties

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