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Understanding the role and potential impact of nonverbal communication in the primary inclusion classroom
Abstract
This research study uses a descriptive approach and systematic observations to examine the nature of nonverbal teacher-student interaction in a second grade inclusion classroom. Its purpose is to compare the nonverbal behaviors of children who are considered average in ability with those who are perceived as cognitively challenged, while they are engaged in regular classroom instruction in both large and small group settings. This study also examines the nonverbal behaviors of one teacher as she interacts with a select group of students within the context of a naturalistic classroom environment. The data collection involved classroom observations noting context, formal and informal discussions with the classroom teacher regarding lesson instruction, student profiles, and overall study validity and the videotaping of small and large group math lessons. For purposes of analysis, each videotape was viewed numerous times in an effort to capture the nonverbal interaction in the categories of Verbal Eye Contact, and Nonverbal Eye Focus (i.e., attending to teacher/student, attending to procedure, non-attending) in three situations: Student-teacher, Teacher-student, Student-student. Intra-observer agreement was established. The role of teacher/student proximity and teacher voice tone were addressed separately. The results indicate that the most common nonverbal behavior exhibited by both the special education students (SES) and regular education students (RES) was attending to procedure under the category of Eye Focus. The SES varied more among themselves in the verbal eye contact category, teacher eye focus and non-attending subcategories than did the (RES). Verbal eye contact and attending to student and attending to procedure in the Eye Focus category were the predominant nonverbal behaviors used by the classroom teacher. In most cases the majority of nonverbal interaction occurred between students who sat in close proximity regardless of their cognitive ability. The small group setting lent itself to greater frequencies in each of the nonverbal categories for both RES and SES. The data from this study also indicate a relationship between teacher voice tone and effective classroom management. Taking into consideration the possible nonverbal behaviors which engage all students may assist teachers as they attempt to meet the diversity in today's inclusion classroom.
Subject Area
Preschool education|Special education|Teacher education
Recommended Citation
Rosa, Susan B, "Understanding the role and potential impact of nonverbal communication in the primary inclusion classroom" (2002). Doctoral Dissertations Available from Proquest. AAI3039389.
https://scholarworks.umass.edu/dissertations/AAI3039389