Kirchliche Pädagogische Hochschule Graz, Austria.
Augment Altern Commun. 2011 Dec;27(4):229-44. doi: 10.3109/07434618.2011.630021.
Increasing global population movement has resulted in a corresponding increase of children with severe and multiple disabilities and complex communication needs who at home are exposed to languages different from the language used at school. The aim of this study was to highlight facilitating as well as limiting factors for effective communication intervention for these children both in school and within the family. Based on observations, qualitative research interviews and analysis in the tradition of grounded theory the results indicate that the quality of parent-teacher-interaction is central to effective communication intervention and culturally sensitive use of communication aids. Challenges for teachers as well as parents to achieve a mutually satisfying interaction are addressed, and issues regarding the language use with children with severe disabilities and a multilingual and multicultural background and the inclusion of their parents in school based activities are discussed.
全球人口流动的增加导致了严重和多重残疾以及复杂沟通需求的儿童数量相应增加，这些儿童在家中接触的语言与在学校使用的语言不同。本研究的目的是强调为这些儿童在学校和家庭中进行有效的沟通干预的促进因素和限制因素。基于观察、定性研究访谈和扎根理论传统的分析，结果表明，家长-教师互动的质量对于有效的沟通干预和对沟通辅助工具的文化敏感使用至关重要。讨论了教师和家长在实现相互满意的互动方面所面临的挑战，以及涉及到严重残疾和多语言、多文化背景的儿童的语言使用问题，以及将他们的父母纳入学校活动的问题。
