The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland.

Autor: Ferreira JM; Faculty of Education and Culture, Tampere University, Tampere, Finland. Juliene.Madureiraferreira@tuni.fi., Bottema-Beutel K; Lynch School of Education and Human Development, Boston College, Boston, USA.
Jazyk: angličtina
Zdroj: Journal of autism and developmental disorders [J Autism Dev Disord] 2024 May; Vol. 54 (5), pp. 1928-1946. Date of Electronic Publication: 2023 Feb 07.
DOI: 10.1007/s10803-023-05916-9
Abstrakt: Through a conversation analytic approach, we investigate the emergence of accounts provided by autistic children in small-group discussions. Nine Finnish children (7-10 years old) attending school with special support participated in a five-month-duration pedagogical practice purposefully designed to enhance children's participation in groups. We analyzed videos of sharing circles where children discussed their ideas and interests. Our data show three different account structures, which created different modes of children's participation and gradually changed how they positioned themselves in the group. Results show how accounts can create different focuses of attention; reveal children's reflections on what is relevant to them, and how to promote the exchange of ideas within a small group. Implications for the development of educational practices are discussed.
(© 2023. The Author(s).)
Databáze: MEDLINE
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