The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland.
Saved in:
| Title: | The Interactional Structure of Accounts During Small Group Discussions Among Autistic Children Receiving Special Education Support in Finland. |
|---|---|
| Authors: | Ferreira, Juliene Madureira, Bottema-Beutel, Kristen |
| Source: | Journal of Autism & Developmental Disorders. May2024, Vol. 54 Issue 5, p1928-1946. 19p. |
| Subjects: | Psychology of children with disabilities, Conversation, Autism, Schools, Reflection (Philosophy), Discussion, Social skills, Special education, Social support, Interpersonal relations, Health promotion, Group process, Patient participation, Children |
| Geographic Terms: | Finland |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-023-05916-9 |
