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Exploring School Life From the Lens of a Child Who Does Not Use Speech to CommunicateRyerson University, aajodhia{at}ryerson.ca
Ryerson University The "new sociology of childhood" emphasizes listening to the voices of children when conducting research about their lives. In keeping with this framework, the following case study highlights the use of inclusive strategies and the importance of the researcher's orientation in exploring the perspectives of a child who does not use speech to communicate. To gather this child's perspectives about his school life, methodological tools such as a Talking Mat and Story Board Game were used. Approximately 62 picture symbols were created, and responses were documented via digital photographs and observational field notes. Findings from the Talking Mat demonstrate two themes: (a) mixed feelings and emotions regarding school life and (b) interactive social activities. Findings from the Story Board Game support the child's responses in the Talking Mat. This study demonstrates that the child is a capable and competent participant who maintains diverse perspectives pertaining to his life at school.
Key Words: inclusive strategies • new sociology of childhood • child participatory research • early childhood • disability
This version was published on May
1, 2009 Qualitative Inquiry, Vol. 15, No. 5,
931-951 (2009) |
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