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Supporting children with severe to profound learning difficulties and complex communication needs to make their views known: observation tools and methods

Greathead, S; Yates, R; Hill, VC; Kenny, L; Croydon, A; Pellicano, E; (2016) Supporting children with severe to profound learning difficulties and complex communication needs to make their views known: observation tools and methods. Topics in Language Disorders , 36 (3) pp. 217-244. 10.1097/TLD.0000000000000096. Green open access

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Abstract

All children have the right to shape decisions that influence their lives. Yet, children with severe-to-profound intellectual disabilities and complex communication needs are often marginalized from this process. Here, we examined the utility of a set of tools incorporating ethnographic and structured observational methods with three such children. We specifically examined the communicative behavior that these children used to share their views and the ways in which adults recognized and responded to them. The three case studies illustrate (1) that these children have ways to make their intentions known, even though they may use idiosyncratic ways of doing so; (2) that adults play important roles in supporting their communicative bids; and (3) that this set of tools was sufficiently sensitive to subtle and fine-grained nonverbal cues that might otherwise be overlooked.

Type: Article
Title: Supporting children with severe to profound learning difficulties and complex communication needs to make their views known: observation tools and methods
Open access status: An open access version is available from UCL Discovery
DOI: 10.1097/TLD.0000000000000096
Publisher version: http://dx.doi.org/10.1097/TLD.0000000000000096
Language: English
Additional information: This is a non-final version of an article published in final form in Greathead, S; Yates, R; Hill, VC; Kenny, L; Croydon, A; Pellicano, E; (2016) Supporting children with severe to profound learning difficulties and complex communication needs to make their views known: observation tools and methods. Topics in Language Disorders , 36 (3) pp. 217-244. 10.1097/TLD.0000000000000096.
Keywords: Communication, emerging language, ethnography, intellectual disability, participation, pre-verbal, SCERTS
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Science
URI: https://discovery.ucl.ac.uk/id/eprint/1508151
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