(Meta)communication strategies in inclusive classes for deaf students.
How can an inclusive classroom for deaf students be successful? The use of metacommunication strategies by teachers and hearing peers seems promising. Schools that promote this approach tend to improve deaf students' psychosocial development and academic achievement. However, this is not a general rule. The present study identifies the elements of success, with the investigators basing their analysis on extensive observation of 4 bilingual classes conducted by regular education and specialized teachers. The study was conducted in 3 public elementary schools in Brasilia, Brazil. Data were collected through direct observation (156 hours) and video recording (34 hours). Results were qualitatively analyzed from a microgenetic perspective. The investigators devised 14 categories of social interaction, e.g., visual contact and responsivity, multimodal communication, co-construction of meanings, flexible use of space, and sign language instruction for hearing students.
Kelman
Celeste Azulay
CA
University of Brasília, School of Education, Brazil.
Branco
Angela Uchôa
AU
D001938:Brazil; D002648:Child; D003142:Communication; D012048:Correction of Hearing Impairment; D003638:Deafness / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities; D004519:Education, Special; D004521:Educational Measurement; D004522:Educational Status; D006801:Humans; D007398:Interpersonal Relations; D008282:Mainstreaming, Education; D010379:Peer Group; D017150:Public Sector; D036301:Qualitative Research; D012574:Schools; D012813:Sign Language; D013334:Students; D014741:Video Recording