Embodied emotional communication in learning activities involving children with intellectual disabilities

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Resumé

This article investigates and discusses the role of emotional communication in learning activities between children with intellectual disabilities and the pedagogical staff. Through detailed analyses combining Communication Studies with Conversation Analyses (CA) it is shown how embodied emotional actions play a vital role when playing games in learning activities. In some of the examples the embodied actions are treated as conflicting with the rule following behaviour inherent in playing games, or even treated as a nuisance that is corrected. Still, another example shows how embodied emotional actions can be used as an important vehicle in achieving active learning and practicing verbal skills. The article proposes an inter-disciplinary approach to emotions as both embodied and social phenomena that need to be taken seriously especially in learning activities involving children with intellectual disabilities since they only rarely communicate their emotions verbally.
OriginalsprogEngelsk
TidsskriftJournal of Interactional Research in Communication Disorders
Vol/bind4
Udgave nummer2
Sider (fra-til)185-210
ISSN2040-5111
DOI
StatusUdgivet - 2013

Fingeraftryk

Disabled Children
disability
Communication
communication
Role Playing
learning
Problem-Based Learning
emotion
conversation
staff
Emotion
Intellectual Disability

Citer dette

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Embodied emotional communication in learning activities involving children with intellectual disabilities. / Jensen, Thomas Wiben.

I: Journal of Interactional Research in Communication Disorders, Bind 4, Nr. 2, 2013, s. 185-210.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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