Teachers and students with severe learning difficulties working together to co‐construct personal narratives using Storysharing®: the teacher perspective

Bunning, Karen, Muggeridge, Rebecca and Voke, Katie (2018) Teachers and students with severe learning difficulties working together to co‐construct personal narratives using Storysharing®: the teacher perspective. Support for Learning, 33 (1). pp. 23-37. ISSN 1467-9604

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Abstract

The telling of personal stories is a feature of everyday life. Young people with learning difficulties may find it difficult to report what has happened to them. A project was set up to investigate the impact of Storysharing® on the co‐construction of personal narratives by staff and students in a special school. The current study investigated the teacher's perspective. The sample was comprised of four special education teachers who had been involved in the implementation of Storysharing®. Semi‐structured interviews were carried out at the end of the intervention period. The data were analysed using thematic analysis. Three organising themes emerged from the data: ‘Enactment Process’; ‘Benefits to Child’; and ‘Curriculum.’ The Storysharing® intervention appeared to be positively associated with perceived changes to the educational practice of the teachers, revealing its potential for developing narrative in the classroom.

Item Type: Article
Uncontrolled Keywords: education,interaction,learning difficulties,narrative
Faculty \ School: Faculty of Medicine and Health Sciences > School of Health Sciences
Depositing User: LivePure Connector
Date Deposited: 02 Aug 2018 09:30
Last Modified: 22 Apr 2020 06:36
URI: https://ueaeprints.uea.ac.uk/id/eprint/67944
DOI: 10.1111/1467-9604.12189

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