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- Title
Collaborative, responsive behavior in peer interaction: Children with and without Down syndrome and hearing impairment.
- Authors
Eilertsen, Lill-Johanne; Hjulstad, Oddvar; Prochnow, Romy Regina; Slettner, Sigrun
- Abstract
Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children's school. Results: The situated shared book reading is regulated by interaction rules. A pattern of collaborative, responsive behavior where the children align to each other's initiatives is identified within these interaction rules. Discussion and conclusion: The shared book reading format has a scaffolding function in the interaction. The findings illustrate how a typically developing peer is able to align to the sensory and cognitive capacities displayed in the child with DS-HI, and how this facilitates co-created meaning-making in the interaction.
- Subjects
HEARING disorders; SOCIAL interaction; DOWN syndrome; CONVERSATION analysis; VIDEO recording; DEAF children; HEARING impaired
- Publication
Journal of Interactional Research in Communication Disorders, 2024, Vol 15, Issue 2, p1
- ISSN
2040-5111
- Publication type
Article
- DOI
10.1558/jircd.24422