PL EN


Preferences help
enabled [disable] Abstract
Number of results
2016 | 47 | 1 | 1-61
Article title

The Exploring of Implementing Makaton in Multi – Sensory Storytelling for Children with Physical and Intellectual Disabilities Aged Between 5 and 10

Content
Title variants
Languages of publication
EN
Abstracts
EN
Human communication is significant and distinctive (Yule, 2010). It involves the use of body language, facial expressions and most importantly, oral language. However, due to certain developmental problems, the use of spoken language may be sometimes limited. In those cases, the alternative communication strategies are required to be used with intellectually and physically disabled individuals. In fact, Makaton, a sign – based communication system, is believed to support the communication as well as facilitate language production (Walker, 1981). This study will present a detailed analysis of Makaton, discussing the ways that the system is implemented in Multi – Sensory Storytelling. The research will demonstrate two different modalities and consider whether they can be mutually supportive and provide simple communication. The study is specifically aimed at exploring the connections between Makaton and Multi – Sensory Storytelling, presented by professional caregivers to children with intellectual and physical disabilities. A linguistic analysis of Makaton will be presented as well as the discussion on the interactive style of the storytellers. The research will attempt at evaluating how highly trained a practitioner needs to be in order to deliver Multi – Sensory Stories using Makaton. It is clear that the analyzed data will have an impact on the final conclusions of this paper.
Publisher

Year
Volume
47
Issue
1
Pages
1-61
Physical description
Contributors
  • Department of English Language & Communication, Faculty of Arts and Social Sciences, Kingston University, Kingston, United Kingdom, matbed93@gmail.com
References
  • [1] Anderson, C. (2006). ‘Early communication strategies: using video analysis to support teachers working with preverbal pupils’. British Journal of Special Education, 33(3), pp. 114-120.
  • [2] Birkett, E. (1984) A comparative study of the effects of the Makaton Vocabulary and a language stimulation programme on the communication abilities of mentally handicapped adults. PhD thesis. University of Glasgow. Available at: https://www.makaton.org/Assets/researchPapers/birkett1984.pdf (Accessed: 17/02/2015).
  • [3] Brug, A. T., Putten, A., Penne, A., Maes, B. and Vlaskamp, C. (2011) ‘Multi-sensory Storytelling for Persons with Profound Intellectual and Multiple Disabilities: An Analysis of the Development, Content and Application in Practice’. Journal of Applied Research in Intellectual Disabilities, 25, pp. 350-359.
  • [4] Brug, A. T., Putten, A. A. J. and Vlaskamp, C. (2013) ‘Learn and apply: Using multi – sensory storytelling to gather knowledge about preferences and abilities of children with profound intellectual and multiple disabilities – three case studies’. Journal of Intellectual Disabilities, 17(4), pp. 339-360.
  • [5] Byler, J. K. (1985) ‘The Makaton Vocabulary: An Analysis based on Recent Research’. British Journal of Special Education, 12(3), pp. 113-120.
  • [6] Da Fonte, M. A., Pufpaff, L. A. and Taber – Doughty, T. (2010) ‘Vocabulary use during storybook reading: implications for children with augmentative and alternative communication needs’. Psychology in the Schools, 47(5), pp. 514-524.
  • [7] Downey, D. and Hurtig, R. (2003) ‘Augmentative and alternative communication’. Pediatric Annals, 32(7), pp. 467-474.
  • [8] Fuller, C. (1999) ‘Bag books tactile stories’. SLD Experience, 23, pp. 20-21.
  • [9] Goldin – Meadow, S. (1999) ‘The role of gesture in communication and thinking’. Trends in Cognitive Sciences, 3(11), pp. 419-429.
  • [10] Goldin – Meadow, S. and Alibali, M. W. (2013) ‘Gesture`s Role in Speaking, Learning, and Creating Language’. The Annual Review of Psychology, 64, pp.257-283.
  • [11] Grove, N. (1980) ‘Current research findings to support the use of sign language with adults and children who have intellectual and communication handicaps’. Available at: https://www.makaton.org/Assets/researchPapers/grove1980.pdf (Accessed: 03/05/2015).
  • [12] Grove, N. (2013) Using Storytelling to Support Children and Adults with Special Needs. 1st edn. London: Routledge.
  • [13] Kendon, A. (1988) ‘How gestures can become like words’, in Poyatos, F. (eds) Cross – cultural perspectives in nonverbal communication. Toronto: Hogrefe.
  • [14] Kiernan, C. (1983) ‘The use of nonvocal communication techniques with autistic individuals’. Journal of Child Psychology and Psychiatry, 24(3), pp. 339-375.
  • [15] Kohl, F. L., Karlan, G. R. and Hecel, L. W. (1979) ‘Effects of pairing manual signs with verbal clues upon the acquisition of instruction – following behaviours and the generalization to expressive language with severely handicapped students’. AAESPH Review, 4, pp. 291-300.
  • [16] Kontra, C, Goldin – Meadow, S. and Beilock, S. L. (2012) ‘Embodied Learning Across the Life Span’. Topics in Cognitive Science, 4, pp. 732-739.
  • [17] McNeill, D. (1992) Hand and Mind. 1st edn. London: The University of Chicago Press.
  • [18] Miller, J. E. and Yoder, D. E. (1974) ‘An ontogenic language teaching strategy for retarded children’, in Schiefelbusch, R. I. and Llloyd, L. L. (eds.) Language Perspectives Acquisition, Retardation and Intervention. Baltimore: University Park Press.
  • [19] Mitha, S., Whiting, M. and Scammell, A. (2009) ‘Using Makaton with children with multiple disabilities and visual impairments’. SLD Experience, 4, pp. 25-28.
  • [20] Nind, M. and Hewett, D. (1994) Access to Communication: developing the basics of communication for people with severe learning difficulties. London: David Fulton Publishers.
  • [21] O`Connor, N. and Hermelin, B. (1978) Seeing and Hearing in Space and Time. London: Academic Press.
  • [22] Penne, A., Brug, A., Putten, A., Vlaskamp, C. and Maes, B. (2012) ‘Staff interactive style during multisensory storytelling with persons with profound intellectual and multiple disabilities’. Journal of Intellectual Disability Research, 52(2), pp. 167-178.
  • [23] Pennington, L., Goldbart, J. and Marshall, J. (2003) ‘Speech and language therapy to improve the communication skills of children with cerebral palsy (Review)’. The Cochrane Database of Systematic Reviews, 3, pp. 1-32. Available online at: http://www.cckm.ca/CPSLPR/pdf/Pennington2003.pdf (Accessed: 02/05/2015).
  • [24] Sheehy, K. and Duffy, H. (2009) ‘Attitudes to Makaton in the ages on integration and inclusion’. International Journal of Special Education, 24(2), pp. 91-102.
  • [25] Walker, M. (1981) ‘What is the Makaton Vocabulary?’. Special Education: Forward Trends, 8(3), pp. 19-20.
  • [26] Walker, M. (1987) ‘The Makaton Vocabulary – Uses and Effectiveness’. Available at: https://www.makaton.org/Assets/researchPapers/walker1987.pdf (Accessed: 03/05/2015).
  • [27] Walker (2010) Makaton Core Vocabulary: 1996 Revisions. Available at: http://bartsbusybees.co.uk/wp-content/uploads/2014/03/Makaton-New3.pdf (Accessed: 03/05/2015).
  • [28] Wharton, T. (2009) Pragmatics and Non – Verbal Communication. 1st edn. Cambridge: Cambridge University Press.
  • [29] Young, H., Fenwick, M., Lambe, L. and Hogg, J. (2011) ‘Multi-sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes’. European Journal of Special Needs Education, 26(2), pp. 127-142.
  • [30] Yule, G. (2010) The Study of Language. 4th ed. Cambridge: Cambridge University Press.
Document Type
article
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.psjd-6f502bcd-78b7-4090-a7ac-84a36734ddb2
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.