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

Karen Bunning, Rebecca Muggeridge, Katie Voke

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

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.
Original languageEnglish
Pages (from-to)23-37
Number of pages15
JournalSupport for Learning
Volume33
Issue number1
DOIs
Publication statusPublished - Feb 2018

Keywords

  • education
  • interaction
  • learning difficulties
  • narrative

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