Learning to learn through interaction and motivation

Abstract

This chapter presents two small research projects examining the impact of child-led interventions (i.e., Intensive Interaction and DIM) on students with PMLD. Their projects will be presented one after the other but there are some concluding comments from both studies at the end. Data based on video-observations from the timetabled and also non-timetabled pupil-initiated sessions as well as interviews with the students parents at the end of the study are presented. The instances of eye contact, smiling and smiling together with eye contact increased as the study progressed and Bonnie was exposed to intensive interaction. More precisely, the two small studies presented in the chapter show an increase in the participants ability to communicate feelings of emotional well-being. Learning about communication in the early stages of development is very complicated for students with PMLD, with much information needing to be digested and understood.