Nind, Melanie; Flewitt, Rosie and Payler, Jane
(2010).
| URL: | http://www.informaworld.com/smpp/content~db=all?co... |
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| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1080/01425692.2010.515113 |
| Google Scholar: | Look up in Google Scholar |
Abstract
This paper tells of the social experiences of three four-year-old children with learning disabilities as they negotiate their daily lives in their homes and early education settings in England. We apply a social model of childhood disability to the relatively unexplored territory of young children and use vignettes drawn from video observation to explore the interactive spaces contained in settings with different cultures of inclusion. Using a multimodal approach to the data we show the nuanced ways in which the children enact their agency. We explore the relationships between agency, culture and structure, and argue that children with learning disabilities are active in making meaning within social and relational networks to which they contribute differently depending on the barriers to doing and being that each network presents. Thus, the paper provides an original use of the notion of distributed competence.
| Item Type: | Journal Article |
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| Copyright Holders: | 2010 Taylor & Francis |
| ISSN: | 1465-3346 |
| Keywords: | early childhood; learning disabilities; inclusion; social model; multimodal communication |
| Academic Unit/Department: | Education and Language Studies > Education Education and Language Studies > Centre for Language and Communication |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 25048 |
| Depositing User: | Julie May |
| Date Deposited: | 02 Dec 2010 14:57 |
| Last Modified: | 15 Apr 2013 07:14 |
| URI: | http://oro.open.ac.uk/id/eprint/25048 |
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