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Using Slowmation to Develop the Social Skills of Primary School Students with Mild Intellectual Disabilities: Four Case Studies

Published online by Cambridge University Press:  22 August 2014

Alyce Shepherd ,
Garry Hoban  and
Roselyn Dixon
Alyce Shepherd*
Affiliation:
University of Wollongong, Australia
Garry Hoban
Affiliation:
University of Wollongong, Australia
Roselyn Dixon
Affiliation:
University of Wollongong, Australia
*
Correspondence: Alyce Shepherd, Faculty of Education, University of Wollongong, NSW 2522, Australia. E-mail: ats997@uowmail.edu.au
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Abstract

This study explored the potential of using a new but simplified form of stop-motion animation called slowmation to support 4 primary school students with mild intellectual disabilities in co-constructing an animated social narrative about their own social skills. The research used a multiple case study design incorporating a range of qualitative methods to identify what stop-motion skills the students could use and to what extent the co-construction of an animation influenced their identification of their own social skills. Findings revealed that each student was able to use a range of stop-motion skills with varying levels of support. As a consequence of their co-construction, the students’ understanding of their own social skills increased. Classroom implications, limitations and recommendations for further study are discussed.

Keywords

mild intellectual disability (MID)social skillsprimary schoolstop-motion animationvideo modelling
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 38 , Issue 2 , December 2014 , pp. 150 - 168
Copyright
Copyright © The Authors 2014 

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