Institut Integration und Partizipation

Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/31

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Autor:in: search.filters.author.Girard, SimoneThema: search.filters.subject.participation

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    Publikation
    Participation by hard-of-hearing students in integration classrooms: Facets of interactional competence
    (Frank & Timme, 2018) Girard, Simone
    A growing number of deaf and hard-of-hearing students attend regular classrooms where they face specific opportunities and challenges concerning their participation. This book focuses on plurilingual (spoken and sign language) adolescents in partial integration, who are supported by a teaching assistant in the spoken language classrooms. How does the presence of an assistant shape the students’ participation and the overall classroom interaction? How do the students design their engagement in classroom activities and how do they negotiate their hearing and understanding, which are particularly at risk for them? Managing these tasks calls for the participants’ interactional competence, which is observed on the basis of their multimodal practices including verbal and non-verbal resources.
    02 - Monographie
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    Publikation
    Hearing-impaired adolescents in a regular classroom: on the embodied accomplishment of participation and understanding
    (Verlag für Gesprächsforschung, 2012) Girard, Simone; Pekarek Doehler, Simona; Egbert, Maria; Deppermann, Arnulf
    In schools for adolescents with co-enrollement, students with hearing impairment are instructed together with normal hearing students. To help the students with hearing disability, a teaching assistant is employed. This chapter explores the interactional organization of such a classroom during a phase where one of the hearing impaired students solicits the assistant’s help. The analysis reveals how the student handles two conflicting constraints. On the one hand, he needs to mobilize the assistant’s attention to solve his understanding problem, on the other hand this action needs to be launched in such a way that the ongoing plenary teaching activity can continue simultaneously. Given the difficulties in achieving intersubjectivity under these conditions, the authors recommend that teaching assistants employed to help with integration of hearing impaired students should have sign language competence.
    04A - Beitrag Sammelband