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"Det är skitbra med cochleaimplantat och hörapparater och allt vad det är men det är också skitbra med svenskt teckenspråk": En kvalitativ studie om personalens uppfattningar kring inkluderingstrategier i svensk teckenspråkig miljö
Örebro University, School of Humanities, Education and Social Sciences.
Örebro University, School of Humanities, Education and Social Sciences.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

The aim of this study is to qualitatively point out a variation of perceptions among the including strategies in swedish sign language environments. The environments involve both preschools and special schools, because preschools are the first step of a lifelong learning process that is coherent with schools. Including involves not only being there physically in the environment but also being able to communicate via technical options and visual availability. The study is grounded on 11 semi structured interviews via telephone which are analyzed by a phenomenographic method. The respondents are preschool teachers, teachers, specialized educators, head of preschool and nannies. The method includes a pilot interview before the actual interviews to make sure that the questions are of good quality. Discussion related to swedish preschool curriculum and children's own perspective occurs throughout the study. But also an angle on the data via visual and auditory perspectives. In our study we have been able to see diversity in the respondents perceptions on including strategies. This means that there are varying direct inclusion opportunities for the children in the current environments. A diversity that may or may not be equivalent to children's individual needs. Proposals for further research is presented with alternatives for both qualitative and quantitative studies. The conclusion of the study is that strategies for inclusion are perceived differently depending on the staffs view of inclusion. With different perspectives of the concept, different including strategies are also used with children in practice and in the environment. It is advantageous in the Swedish sign language environment to access children’s own language, which includes an accessible environment that should be based on the child’s needs. A common aspect points to children’s inclusion to the extent that staff offer children inclusion. Regardless of children’s existence in the environment, children’s inclusion cannot take place unless staff are deliberately working to include all children despite requirements.

Place, publisher, year, edition, pages
2019. , p. 59
Keywords [sv]
Swedish sign language, environment, preschool, special school, including, strategies, cochlear implants, deaf, hearing impairment, social, visual, communication, specialpedagogik, barn i behov av stöd, livslångt lärande
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-75073OAI: oai:DiVA.org:oru-75073DiVA, id: diva2:1336823
Subject / course
Pedagogik
Available from: 2019-07-18 Created: 2019-07-10 Last updated: 2019-09-20Bibliographically approved

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Pedagogy

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Language
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  • nn-NB
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  • Other locale
More languages
Output format
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