Investigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schools

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dc.check.date2018-03-15
dc.check.infoAccess to this article is restricted until 24 months after publication by the request of the publisher.en
dc.contributor.authorBowles, Caoimhe
dc.contributor.authorFrizelle, Pauline
dc.date.accessioned2016-04-15T10:33:21Z
dc.date.issued2016-03-15
dc.description.abstractBackground: Lámh is a key word signing approach used in Ireland, which can support the communication needs of children with Down syndrome. However, the success of this approach in mainstream schools relies heavily on the attitudes of those within the school environment. To date, two studies have explored the attitudes of teaching staff towards the use of keyword signing in schools; however, no previous research has investigated peer attitudes towards this method of communication. This study aimed to explore the attitudes of peers towards the use of Lámh by children with Down syndrome in mainstream schools. Materials and Methods: The study was qualitative, using interpretative phenomenological analysis procedures to analyse eight interviews with children, ranging in age from 6 to 8 years. Results and Conclusion: Overall, mainstream school peers demonstrated an understanding and an appreciation of the use of key word signing. However, the success of this approach within the school was limited by a number of challenges evinced by the school peers, including making the signs accurately and remembering their meanings. Given the important interactive role of the peers of a child with Down syndrome in a mainstream school setting, these challenges need to be addressed to optimise the use of key word signing and increase the likelihood of successful communication between children with Down syndrome and their peers.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBOWLES, C. & FRIZELLE, P. 2016. Investigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schools. British Journal of Learning Disabilities. doi:10.1111/bld.12162en
dc.identifier.doi10.1111/bld.12162
dc.identifier.issn1468-3156
dc.identifier.journaltitleBritish Journal of Learning Disabilitiesen
dc.identifier.urihttps://hdl.handle.net/10468/2455
dc.language.isoenen
dc.publisherJohn Wiley & Sons Ltden
dc.relation.urihttp://onlinelibrary.wiley.com/doi/10.1111/bld.12162/full
dc.rights© 2016 John Wiley & Sons Ltd. All Rights Reserved. This is the peer reviewed version of the following article: BOWLES, C. & FRIZELLE, P. 2016. Investigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schools. British Journal of Learning Disabilities, which has been published in final form at http://dx.doi.org/10.1111/bld.12162. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.en
dc.subjectDown syndromeen
dc.subjectInclusive educationen
dc.subjectIntellectual disabilityen
dc.titleInvestigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schoolsen
dc.typeArticle (peer-reviewed)en
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