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Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
Jönköping University, School of Education and Communication.ORCID iD: 0000-0003-1148-7945
Jönköping University, School of Education and Communication. Department of Pedagogy and Learning, Linnéuniversitetet Humaniora och Samhällsvetenskap, Växjö, Sweden.ORCID iD: 0000-0001-8598-3365
Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
Department of Education and Special/Inclusive education, Göteborgs Universitet, Göteborg, Sweden.
2023 (English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 70, no 6, p. 1101-1119Article in journal (Refereed) Published
Sustainable development
0. Sustainable Development, 4. Quality education
Abstract [en]

Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

Place, publisher, year, edition, pages
Taylor & Francis, 2023. Vol. 70, no 6, p. 1101-1119
Keywords [en]
Augmentative and alternative communication communication (AAC), capability approach, reading, self-efficacy, severe speech and physical impairment (SSPI), writing
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-54202DOI: 10.1080/1034912X.2021.1940880ISI: 000675284900001Scopus ID: 2-s2.0-85111111978Local ID: HOA;;757047OAI: oai:DiVA.org:hj-54202DiVA, id: diva2:1584369
Funder
Clas Groschinski Memorial FoundationStiftelsen Folke Bernadottes minnesfondAvailable from: 2021-08-11 Created: 2021-08-11 Last updated: 2023-09-04Bibliographically approved

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Atterström, AndreaMalmqvist, JohanAnderberg, Elsie

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