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TAKK är alltid laddat: Lärare och klassassistenters erfarenheter av TAKK i grundsärskolan
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
TAKK is always prepared : Teacher´s and class-assistent´s experiences of keyword signing in compulsory school for learning disabilities (English)
Abstract [sv]

Syftet med denna studie är att beskriva lärare och klassassistenters erfarenheter av TAKK som kommunikativt stöd för elever i grundsärskolan. Data har samlats in genom semistrukturerade intervjuer med tre lärare och två klassassistenter, som i sin profession praktiserade TAKK i interaktion med eleverna. Som teoretisk utgångspunkt för metodval och analysbearbetning har inspiration och begrepp från det sociokulturella, samt det kommunikativa relationsinriktade perspektivet (KoRP) inhämtats. Det sammantagna resultatet visar att lärarna och klassassistenterna beskrev TAKK som en kommunikativ, medierande resurs som gynnade elevernas kommunikation och interaktion med omgivningen, vilket av deltagarna ansågs vara grunden för kommunikativ och social delaktighet, samt grunden för elevernas lärande. Som artefakt ansågs TAKK övervägande innebära fördelar och möjligheter för elevernas kommunikation, delaktighet och lärande. TAKK praktiserades från och till under skoldagen, mestadels i formella kontexter i relation till lärare och klassassistenter. Spontant tecknande bland eleverna var inte vanligt förekommande. Lärare och klassassistenter hade tilltro till sin förmåga att kunna tillgodose elevernas kommunikativa behov och ansåg sig anpassa sitt tecknande utefter dessa. TAKK användes i verksamheterna tillsammans med andra alternativa AKK- redskap, vilka var under utvecklande i verksamheterna. Min förhoppning är att studien kommer bidra med större kunskap och ökad medvetenhet gällande TAKK i grundsärskolan.

Abstract [en]

The aim of this study is to describe teacher and class-assistents experiences of Keyword Signing (KWS) as communicative support for pupils in compulsory school for learning disabilities. Data were collected through semi-structured interviews with three teachers and two class-assistents, who in their profession used KWS in interaction with the pupils. The theoretical framework is founded on inspiration and theoretical concepts from both the sociocultural perspective as well from the communicative relationshiporiented perspective. The total result from this study shows that teachers and class-assistents described KWS as a communicative mediated resource that favored the pupil’s communication and interaction with the surroundings, as from the participant´s point of view is elementary for communicative and social participation, and learning. Over all the interviewed considered that KWS as an artefact was contributing advantages and possibilities concerning the pupils communication, participation and learning. KWS was practiced on daily basis during the schooldays, mostly in formal contexts in relation to teachers and class-assistents. Spontaneous KWS was rarely used by the pupils. Teachers and class-assistents had confidence in their own ability to support the communicative needs of the pupils. KWS was practiced in the classrooms among other alternative of AAC-tools, which were developing in the classrooms. My hope is that this study will contribute cumulative knowledge and awareness about KWS in compulsory school for learning disabilities.

 

Place, publisher, year, edition, pages
2018. , p. 43
Keywords [en]
language, Alternative Augmentative Communication, Keyword Signing, compulsory school for learning disabilities, teacher, classassistent, communication, interaction, participation, learning, sociocultural perspective, communicative relationshiporiented perspective
Keywords [sv]
språk, Alternativ Kompletterande Kommunikation, Tecken som Alternativ Kompletterande Kommunikation, grundsärskola, lärare, klassassistenter, kommunikation, interaktion, delaktighet, lärande, sociokulturellt perspektiv, kommunikativa relationsinriktade perspektivet
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:kau:diva-68031OAI: oai:DiVA.org:kau-68031DiVA, id: diva2:1224083
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2018-07-02 Created: 2018-06-26 Last updated: 2018-07-02Bibliographically approved

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  • apa
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