Det multifunksjonshemmete barnet i interaksjon med Aktiv Læring utstyr : en studie om bevegelse og utvikling
There is currently little research on how equipment designed for the movement and development of multidisabled children works. This is also the case for the Active Learning equipment studied in this project. The purpose of this thesis has been to observe and analyze what takes place when a multidisabled child is placed in such equipment. Another objective is to interpret the interaction between the child and the equipment and possible developments during the observations. The theoretical background in this thesis involves learning seen from both a natural science and a phenomenological perspective, especially linked to the perspective of the multidisabled child. The study is based on qualitative method using participant observation. The data material comes from two observations of a multidisabled schoolchild placed in the Active Learning equipment “square hammock” and “essef board”. Transcribed textmaterial from videotapes has been condensed into meaningful text-units which are used in further analysis. The main topics that emerge from the results are self-activity, with subtopics seeking and sensing and play and rhythm, and external and internal conditions with subtopics attention and emotions and surrounding conditions. These topics come together in the overall theme of the thesis, active learning. This study shows that the multidisabled child can learn about both himself and his surroundings through self-activity in the equipment which provides varied sensory information for the child. Emotional state and focus of attention in the situation, as well as the conditions of the environment, like adjustments with perceptual material, positioning and the qualities of the equipment, are seen to have impact on the activity and the possible learning processes that emerge. This is a small study, and therefore one cannot conclude that learning has taken place in the child’s interaction with the equipment. However, the findings indicate that the equipment contributes to creating good movement and learning conditions for children with multidisabilities.
PublisherUniversitetet i Tromsø
University of Tromsø
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Copyright 2012 The Author(s)
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