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To be beside, between and in the learning process.A study of a student with intellectual disability

Författare och institution:
Ulla Alexandersson (Institutionen för pedagogik och didaktik, enheten för Specialpedagogik)
Publicerad i:
ECER konferens Göteborg 080909,
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
Description of the paper The aim of the study is to describe and analysis how one student – called Sofia - with intellectual disability interact and communicate with her classmates and her teachers in an inclusion setting. Furthermore, the aim is also to analyse in what way the interaction contributes to Sofias’s social participation and learning process The theoretical framework for the study is a sociocultural perspective (Säljö, 2000; Vygotskij, 1978). The social interaction theory is another important tool to understand interaction, intentionality and reciprocity (Mead, 1995; Wertsch, 1998). Classroom studies as this brings important knowledge of how students with intellectual disability manage to develop adequate strategies to become a social member and an active learner. This reflects the meaning making process students in general are involved in. Methodology An ethnographic method is used in the case study (Hamersley & Atkinson, 1995). Classrooms observations were done through video-recording and observations. The study has a micro-ethnographic approach focusing on the analysis of interaction and communication on the individual level. Conclusions The result from the study shows a continuum of varied situations for Sofia’s learning where she becomes an active participant in the classroom. In general, there are three main categories of situations for learning: One where Sofia is beside the learning activity; one where she is in the learning activity and one where she is moving between to be beside and to be in the situations. In other words; Sofia can place herself in different positions in relation to varied learning situations. How she place herself depends on what support and scaffolding she gets. It is obvious that Sofia’s own actions are of great importance for how successful her interaction will be as well as the affordances given. Sofia’s strategy for interaction and communication with her classmates and her teachers is both verbal and nonverbal. Different bodily expressions in the classroom contribute to how Sofia getting involved in interaction processes. The teachers and the classmates roles as mediators of social and cognitive skills is here of central importance. References Alexandersson, U. (2007). Situation för samspel. En studie on en elevs delaktighet i skolarbetet. Magisteruppsats. Göteborg Hamersley, M. & Atkinson, P. (1995). Ethnography – principles in practice. London: Routledge. Mead, G.H. (1995). Medvetandet, jaget och samhället från socialbehavioristisk ståndpunkt. Lund: ARGOS. Säljö, R. (2000). Lärande i praktiken. Ett sociokulturellt perspektiv. Stockholm:Prisma. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press. Vygotskij, Lev S. (1978). Mind in society: the development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
participation, inclusion, interaction, communication, scaffolding
Postens nummer:
Posten skapad:
2010-01-20 17:19

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