Intellectual Disability (explicit) | Center for Literacy and Disability Studies

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Department of Health Sciences

Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices.

Tegler, H., Norén, N., Demmelmaier, I., & Johansson, M. B. (2021). Mobilizing device-mediated contributions in interaction involving beginner users of eye-gaze-accessed speech-generating devices. Research on Children and Social Interaction, 5(2), 271–296. https://doi.org/10.1558/rcsi.17964 This study examined the multiple, multimodal social actions and practices that were required in order to mobilize...

Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices.

Tegler, H., Demmelmaier, I., Johansson, M. B., & Norén, N. (2020). Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices. Augmentative and Alternative Communication, 36(4), 203–213. https://doi.org/10.1080/07434618.2020.1811758 This study investigated the organization of multiparty classroom interaction that included one 14-year-old student with physical...

Teaching communication aid use in everyday conversation.

Sigurd Pilesjö, M., & Norén, N. (2017). Teaching communication aid use in everyday conversation. Child Language Teaching and Therapy, 33(3), 241–253. https://doi.org/10.1177/0265659017702204 This study described the sequential and multimodal methods used in teaching communication aid use to a 10-year-old girl with multiple disabilities (i.e., severe speech and physical impairment,...

Creating meaning through the coordination of gaze direction and arm/hand movement.

Sigurd Pilesjö, M. (2014). Creating meaning through the coordination of gaze direction and arm/hand movement. Journal of Interactional Research in Communication Disorders, 5(1), 63–96. https://doi.org/10.1558/jircd.v4i2.63 This study investigated the use of arm/hand movement and gaze direction for creating mutual understanding between a girl aged 10;4 years with severe speech,...

Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question.

Norén, N., & Sigurd Pilesjö, M. (2016). Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question. Clinical Linguistics and Phonetics, 30(10), 790–811. https://doi.org/10.1080/02699206.2016.1213883 This study examined the multiparty interaction in which a speech language therapist supported a 10-year-old girl with multiple...

Building mutual understanding: How children with autism spectrum disorder manage interactional trouble.

Dindar, K., Korkiakangas, T., Laitila, A., & Eija Kärnä. (2016). Building mutual understanding: How children with autism spectrum disorder manage interactional trouble. Journal of Interactional Research in Communication Disorders, 7(1), 49–77. https://doi.org/10.1558/jircd.v7i1.28228 This study examined how interactional troubles are addressed in conversations with three students with a variety of...

A comparison between the use of two speech-generating devices: A non-speaking student’s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities.

Tegler, H., & Pilesjö, M. S. (2023). A comparison between the use of two speech-generating devices: A non-speaking student’s displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities. Child Language Teaching and Therapy, 39(2), 175–194. https://doi.org/10.1177/02656590231174604 This ethnomethodological multi-modal conversation analysis...