Abstract

This qualitative study of ongoing interactions in a high school classroom illustrates how teachers’ specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronouns and modal verbs), as well as how they co-constructed the context for learning. Findings enabled greater understanding of the ways in which participants negotiated issues of power, role, and responsibility over the course of an academic project. The relationships built in this particular special education learning environment supported the focus student in seeing learning supports and strategies as acceptable, useful, and desirable; these relationships also allowed him opportunities to develop the self-regulatory skills and feelings of relatedness critical to strong self-determination beliefs.

摘要

对高中教室中正在进行的互动进行的定性研究表明，教师的特定互动选择如何为残障学生提供重要的机会，使他们产生自决的感觉。使用话语分析方法分析了整个多周写作作业中收集的课堂视频数据，重点是学生和老师如何使用语言资源（例如人称代词和情态动词）以及他们如何共同构建上下文学习。调查结果使人们能够更好地了解参与者在学术项目过程中就权力，角色和责任问题进行谈判的方式。在这种特殊的特殊教育学习环境中建立的关系支持重点学生将学习支持和策略视为可接受，有用和可取的；这些关系也使他有机会发展自我调节技能和对强烈的自决信念至关重要的亲密感。