Reconciling communication repertoires: a classic grounded theory of navigating interactions involving persons with severe/profound intellectual disability

Aim: The aim of this study is to generate a theory that explains how people communicate with and understand each other in interactions involving persons with severe/profound intellectual disability. Background: Nationally and internationally, policies and strategies informed by a rights-based approach and advocating person-centredness, inclusion, empowerment and self-determination are shaping service provision to persons with intellectual disability. The goal is to improve the quality of life of individuals and their families. Listening to their perspectives is fundamental to meeting these goals. However, communication with people with severe/profound intellectual disability is challenging and difficult. Therefore, this study explores these interactions to contribute to knowledge, evidence and inform practice in this area. Method: Classic Grounded Theory methodology guided this study towards meeting its aim. As per this method, concurrent theoretical sampling, data collection and analysis were undertaken. Data collection involved video recordings, individual and group interviews. Data was analysed using Classic Grounded Theory methods of coding, constant comparison and memoing. Findings: The Theory of Reconciling Communication Repertoires was generated. Nurturing a sense of belonging emerged as individuals’ main concern that is resolved by reconciling communication repertoires. Interactions are navigated through five stages; motivation to interact, connection establishment, reciprocally engaging, navigating understanding and confusion resolution. Conclusion The Theory of Reconciling Communication Repertoires explains how interactions involving people with severe/profound intellectual disability are navigated. It unifies discrete areas of research in the larger substantive area. It contributes to the knowledge and evidence base and has the potential to inform practice, policy, management, education and research.

Grantor dc:publisher

University College Cork

Year dc:date.issued

2020

Author dc:creator

• Martin, Anne-Marie

Advisors dc:contributor.advisor

• Andrews, Tom
• Landers, Margaret

• Communication
• Intellectual disability
• Severe profound
• Interpersonal interaction
• Classic grounded theory

Statement dc:rights

• © 2020, Anne-Marie Martin.

Licence dc:rights.uri

• https://creativecommons.org/licenses/by-nc-nd/4.0/

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10468/10556

OAI identifier oai:identifier

oai:cora.ucc.ie:10468/10556