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

• Autores: Karen Bunning, Rebecca Muggeridge, Katie Voke
• Localización: Support for learning, ISSN 0268-2141, Vol. 33, Nº. 1, 2018, págs. 23-37
• Idioma: inglés
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• Resumen

  • 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. [ABSTRACT FROM AUTHOR]