Kliewer C
Syracuse University, NY 13244-2340, USA.
Ment Retard. 1995 Jun;33(3):143-52.
Interactive and literacy-based language use of young children within the context of an inclusive preschool classroom was explored. An interpretivist framework and qualitative research methods, including participant observation, were used to examine and analyze language in five preschool classes that were composed of children with and without disabilities. Children's language use included spoken, written, signed, and typed. Results showed complex communicative and literacy language use on the part of young children outside conventional adult perspectives. Also, children who used expressive methods other than speech were often left out of the contexts where spoken language was richest and most complex.
本研究探讨了在包容性学前课堂环境中幼儿基于互动和读写能力的语言使用情况。采用解释主义框架和定性研究方法，包括参与观察，对五个由残疾儿童和非残疾儿童组成的学前班级的语言进行了考察和分析。儿童的语言使用包括口语、书面语、手语和打字。结果表明，幼儿的交际和读写语言使用情况超出了传统成人视角的范畴。此外，使用非言语表达方法的儿童往往被排除在口语最丰富、最复杂的情境之外。
