Tools
Tools
Bunning, Karen 
ORCID: https://orcid.org/0000-0002-7396-9205, 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
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 Oct 2022 03:46 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/67944 |
| DOI: | 10.1111/1467-9604.12189 |
Actions (login required)
 |
View Item |