Using slowmation to develop the social skills of primary school students with mild intellectual disabilities: Four case studies

Authors

Alyce T. Shepherd, University of WollongongFollow
Garry F. Hoban, University of WollongongFollow
Roselyn Dixon, University of WollongongFollow

RIS ID

96520

Publication Details

Shepherd, A., Hoban, G. & Dixon, R. (2014). Using slowmation to develop the social skills of primary school students with mild intellectual disabilities: Four case studies. Australasian Journal of Special Education, 38 (2), 150-168.

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.