Med fokus på samspel : Att använda video i specialpedagogisk forskning

DSpace Repository

Med fokus på samspel : Att använda video i specialpedagogisk forskning

Show full item record

Files for download

Facebook

Simple item record

Publication Article, peer reviewed scientific
Title Med fokus på samspel : Att använda video i specialpedagogisk forskning
Author(s) Anderson, Lotta ; Tvingstedt, Anna-Lena
Date 2009
English abstract
The field of special education is characterized by substantial complexity in learning as well as in interaction and communication. Video-observations are especially suitable for studies of interactions and especially interaction with students in communicative complex situations. Video analysis also makes it possible to uncover the "hidden agenda" and the subtle signals that shape relationships, emotional climate and learning in the classroom. In the article focus is on the potential video-observations offers in studies of students in special needs in general and students with disabilities as deafness and hearing loss in particular. Advantages and limitations of video technology are discussed as well as ethics in relation to special educational contexts. Different principles of transcription and analysis, when sign language and manual signs are used in communication, are described. Examples from our research are given as analysis of communication between mother and child, between teacher and student and between students. The discussion focuses on issues that video-recording may highlight, in ways another medium could not, knowledge to be acquired from the analysis and conclusions that can be drawn from the referred examples.
Publisher Lärarutbildningen, Malmö högskola
Host/Issue Educare;4
ISSN 1653-1868
ISBN 897-91-7104-114-2
Pages 81-103
Language swe (iso)
Subject(s) classroom
communication
disability
interaction
sign language
manual signs
video-analyses
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Handle http://hdl.handle.net/2043/10982 (link to this page)

This item appears in the following Collection(s)

Show full item record

Search


Browse

My Account

Statistics