Simmons, B (2019) 'Variations in interaction: examining how social engagement is contingent upon context.' PMLD Link, 31.2 (90). pp. 7-9.
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Abstract
This article reports the findings of a study that explored how a mainstream school and a special school provided social interaction opportunities for two primary-aged children with PMLD (Emma and Harry). Both children attended a special school four days a week and a mainstream school one day a week, with a special school teaching assistant (SSTA) providing support in the mainstream. The findings suggest that the SSTA interacted differently with Emma/Harry depending on which school she was in, and heavily shaped early interactions between Emma/Harry and mainstream children. The findings also suggest that mainstream children quickly developed confidence, evidenced by the emergence of novel (playful and physical) styles of interaction.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | School of Education |
| Research Centres and Groups: | Centre for Research in Equity, Inclusion and Community (CREIC) |
| Date Deposited: | 11 Sep 2019 11:42 |
| Last Modified: | 15 Aug 2021 09:53 |
| ISSN: | 2042-5619 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/12645 |
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