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See what I mean: Interpreting the meaning of communication by people with severe and profound intellectual disabilities
Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
1999 (English)In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 12, no 3, 190-203 p.Article in journal (Refereed) Published
Abstract [en]

In a social and political climate which encourages active participation in decision-making by people who have severe and profound intellectual disabilities, the onus is often on practitioners, carers and advocates to represent the wishes and interests of individuals. The issue of the validity of their interpretations is then foregrounded. This paper discusses theoretical issues associated with the development of guidelines to support a process of validation. It is argued that meaning should be viewed as the negotiated outcome of interactions, always involving inference. Validity of interpretation is thus a continuous rather than a categorical variable, and needs to be supported by the systematic collection of evidence from a range of sources. This framework is compatible with a social constructivist view of communicative development, and allows for information derived from subjective, intuitive insights to be combined with information obtained through observation and testing.

Place, publisher, year, edition, pages
1999. Vol. 12, no 3, 190-203 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:su:diva-22934ISI: 000085695700002OAI: oai:DiVA.org:su-22934DiVA: diva2:189765
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2017-12-13Bibliographically approved
In thesis
1. The kaleidoscope of communication: Different perspectives on communication involving children with severe multiple disabilities
Open this publication in new window or tab >>The kaleidoscope of communication: Different perspectives on communication involving children with severe multiple disabilities
2006 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis consists of six publications presenting a theoretical framework, a methodological proposal and three empirical studies. The aim of the work is; to gain knowledge on how children with severe multiple disabilities communicate with their caregivers, to analyse how different research strategies can add knowledge from different perspectives on communication, and to develop models for analysing and describing the dyadic interaction.

The theoretical framework addresses the impact of multiple disabilities on the child’s communicative development, as well as the role of the communication partner, and implications for interventions. In the methodological framework, different research approaches are discussed and a system theory-based approach is proposed. The empirical studies are focused on pre-school children with intellectual disabilities in combination with vision disability and/or motor disability. When relationships between use of communication and child characteristics and setting conditions were investigated, the results showed relationships between disability and the use of communication but also that children with similar disability profiles could display quite different communicative patterns. When the communicative process was investigated with the proposed system theory-based approach, it was found that the child and caregiver continuously co-regulated their actions and together created consensual frames and that the process went through phases of instability and stability. Models for a system theory-based analysis of dyadic interaction are presented.

The discussion is concentrated around how the results from the studies along with the theoretical aspects can contribute to evidence-based practice. The main conclusions are that, in communication involving a person with severe multiple disabilities, meaning is something that is co-constructed and communication cannot be regarded as a personal competence, the competence is within the dyad.

Place, publisher, year, edition, pages
Stockholm: HLS Förlag, 2006. 186 p.
Series
Studies in educational sciences, ISSN 1400-478X ; 89
Keyword
dyadic interaction, pre-symbolic communication, multiple disabilities, system theory, communication process, communication models
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-1277 (URN)91-7656-625-1 (ISBN)
Public defence
2006-10-14, hörsal 8, hus D, Universitetsvägen 10, Stockholm, 10:00
Opponent
Supervisors
Available from: 2006-09-22 Created: 2006-09-22 Last updated: 2014-01-23Bibliographically approved

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