“Hoping for Greatness”: Exploring the Notion of “Novicity” in Communication Support Partnerships
Abstract
This research explores the stage of novicity in communicative partnerships between new facilitators and the individuals with disabilities who use supported typing as their primary method of communication with whom they work. We interviewed novice and experienced facilitators, and typers who have recently worked with new facilitators to examine not only the series of processes through which novice facilitators experience and learn to support typing but also typers’ responses to those experiences. We draw connections to sign language interpreters and paraprofessionals to highlight the complexity of providing communication access and support. Two key tracks of talk emerged—one centered on skills and the other on relationships—which we lay out in a discussion of typers’ and facilitators’ perspectives on expectations, training, trust, and agency. Our results suggest the critical nature of establishing individualized expectations for and by both typers and facilitators, as well as the importance of working through the distinctive experiences brought forth in this period of novicity, as fundamental elements of developing communication partnerships.
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Three new qualitative studies on facilitated communication published in 2014-2015 met inclusion criteria, and these studies did not first establish authorship.
“Three studies (dated 2014-2015) met the criteria for being level three papers: Ashby, Jung, Woodfield, Vroman, and Orsati (2015), Wilson, de Jonge, de Souza, and Carlson (2014), and Woodfield, Jung, and Ashby (2014).”
From Systematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability (2018) · cites this paper as Woodfield et al. (2014)
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Hemsley, B., Bryant, L., Schlosser, R. W., Shane, H. C., Lang, R., Paul, D., Banajee, M., & Ireland, M. (2018) · Autism & Developmental Language Impairments · doi:10.1177/2396941518821570 · Cited by 63 · see citing works
“…suitable for evaluating authorship in FC. Qualitative studies (level three papers) Three studies (dated 2014–2015) met the criteria for being level three papers: Ashby, Jung, Woodfield, Vroman, and Orsati (2015), Wilson, de Jonge, de Souza, and Carlson (2014), and Woodfield, Jung, and Ashby (2014).”
MethodBarriers to Knowing and Being Known: Constructions of (In)competence in Research
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Self-citation
- Authors
- Woodfield, C., Jung, E., & Ashby, C.
- Affiliations
- Syracuse University (US)
- Venue
- Research and Practice for Persons with Severe Disabilities
- Publisher
- SAGE Publications
- Published
- 2014-12
- Volume
- 39
- Issue
- 4
- Pages
- 274-289
- ISSN
- 0147-4375 (ISSN-L)
- 1540-7969
- 2169-2408
- OpenAlex
- W2325970865
- Cited by
- 2
- References
- 39
- Citations by year
- 2021: 1 · 2018: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research and Practice for Persons with Severe Disabilities (publishedVersion)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Safety Research › Disability Rights and Representation
- Keywords
- augmentative and alternative communication, communication partners, people with disabilities, trust, agency, expectations, sign language interpreters, paraprofessionals, communication access
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