The preconditions for communication with eye gaze accessed speech generating device (SGD) is different compared to typical talk-in-interactions. Firstly, gaze practices are needed in the production of the SGD-mediated contribution, which affects the typical use of gaze practices in the face-to-face-interaction. Secondly, the prolonged time producing an SGD-mediated contribution can contribute sequential and temporal challenges for both aided and naturally speaking conversational partners. Consequently, eye gaze accessed SGD-mediated interaction can imply specific challenges for both conversational partners.
This study investigated how classroom interaction was organized when an eye gaze accessed SGD was used by one of the participants. The participant using the SGD, Anna, was 15 years and had physical and cognitive disabilities due to cerebral palsy. She communicated through gaze practice, facial expression, vocalization and the SGD. Anna had no oral speech and could not read or write. Data is from a lesson in general sciences. Apart from Anna, there were five other students, three teaching assistants and one teacher in the classroom. All but Anna and another student were aided speaking and used SGDs.
Data was collected using video recordings at Anna’s school June 2018. Two cameras were used to capture (1) the SGD screen and (2) Anna and her speaking partner. The interactions were transcribed and analysed using the methods and principles of Conversation Analysis (Sidnell 2012; Higginbotham & Engelke 2013).
Overall, data showed that teacher-initiated Initiation-Response-Evaluation sequences (IRE) was frequently used in the classroom. The teacher used naming, pre sequences and reformulations in interaction with Anna. These practises provided a Turn-Relevance-Place in which Anna could respond with the SGD.