ERIC Number: ED289312
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Communicative Interaction Processes Involving Non-Vocal Physically Handicapped Children.
Topics in Language Disorders, v2 p21-37 1982
Communication prostheses are critical components of the nonvocal child's communication process, but are only one component. This article focuses on the steps involved in communicative interaction processes and the potential barriers to the development of effective interaction and analysis of nonvocal communicative interactions. A discussion of the processes involved in communicative interaction highlights the complexities created when the interaction includes a nonvocal person and emphasizes the more active role which may be required of the listener. Potential barriers to effective interaction include: (1) altered conversational patterns; (2) augmentative devices and techniques; (3) speed; (4) laborious and tiring formulation and expression of messages; (5) neglect of the speaker's repertoire of expressive modes; (6) effect of the symbol system used on conceptualization of experiences; and (7) general experience, skill level, and motivation to communicate and interact. A study involving three nonvocal severely physically handicapped children, aged 6-7, and their teachers in classroom interactions found that communicative interactions in all contexts were dominated by teachers and were usually teacher-initiated. These findings are contrasted with those documented in studies of communicative interactions of vocal children. Implications of the study for communication programs are discussed. (JDD)
Descriptors: Classroom Communication, Communication Aids (for Disabled), Communication Disorders, Interaction, Nonverbal Communication, Physical Disabilities, Primary Education, Prostheses, Teacher Student Relationship
Trace Center, University of Wisconsin-Madison, Waisman Center, 1500 Highland Ave., Madison, WI 53705-2280 ($2.20).
Publication Type: Journal Articles; Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: Wisconsin Univ., Madison. Trace Center.
Note: A product of the Trace Research and Development Center on Communication, Control, and Computer Access for Handicapped Individuals. Parts of the document have small print and may not reproduce well. For related documents, see EC 201 271-280.