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Talsvårigheter i grundsärskolan: Pedagogers olika arbetssätt med grundsärskoleelevers talsvårigheter.
Karlstad University.
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This study explores how five teachers from five different special schools work with their students´ speech disorders in a way that stimulates the students to develop their speech. The study is based on interviews as a qualitative method of investigation. An analysis was performed from a sociocultural perspective, where artefacts, the proximal zone of development, as well as the students' opportunities for interaction, were examined. The result of the study shows that teachers use many different types of artefacts. The most common artefacts used by these teachers are pictures and signs as means of support. When the teachers lack knowledge as to how the students would be stimulated to develop their speech, they engage speech therapists who are trained in speech development. There is an awareness with the teachers concerning how the students could take yet another step in their speech development. The teachers also think that the students need to experience contexts where they learn how to interact with each other. Special school students with additional functional disabilities who have extensive speech disorders are those with Down's syndrome or states within the autistic spectrum. Motivation is a key concept for these teachers. To find the motivation within the students, means that they work based on the various areas of interest that the children have. Finding the key to motivation is crucial, in order for the students to develop their speech.

Abstract [sv]

Sammanfattning

Denna studie undersöker hur fem pedagoger från fem olika grundsärskolor arbetar med grundsärskoleelevers talsvårigheter på ett sätt som stimulerar eleverna till talutveckling. Studien är baserad på intervjuer som är en kvalitativ undersökningsmetod. En analys gjordes utifrån ett sociokulturellt perspektiv där artefakter, den proximala utvecklingszonen samt elevernas möjligheter till samspel synades. Resultatet av studien visar att pedagoger använder sig av många olika slags artefakter. De vanligaste artefakter som pedagogerna använder sig av är bilder och tecken som stöd. Om pedagogerna känner att de brister i kunskap om hur eleverna ska få stimulans till att utvecklas i sitt tal så anlitar de talpedagoger eller logopeder som har utbildning i tal. En medvetenhet finns hos pedagogerna om hur eleverna ska ta ett steg till i sin talutveckling. Pedagogerna anser även att eleverna ska få uppleva miljöer där de ska lära sig att samspela med varandra. Grundsärskoleelever med flerfunktionsnedsättningar som har stora svårigheter med sitt tal är de med Downs syndrom och autismspektrumtillstånd. Motivation är ett ledord hos pedagogerna. Att hitta motivationen hos eleverna är detsamma som att pedagoger arbetar utifrån elevernas olika intresseområden. Nyckeln till motivationen är viktig att hitta om eleverna ska utvecklas i sitt tal.

Place, publisher, year, edition, pages
2016. , 36 p.
Keyword [en]
Down´s syndrome, autism, speech disabilities, speech disorders, children with mental retarda-tion, motivation education.
Keyword [sv]
Downs syndrom, autism, talsvårigheter, talrubbningar, barn med utvecklingsstörning, motiverande undervisning
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-41086OAI: oai:DiVA.org:kau-41086DiVA: diva2:912735
Educational program
Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits); Special Teacher Education Programme: Mental and Intellectual Challenges (90 ECTS credits)
Presentation
2016-01-21, Sal 1B 147, KAU, Karlstad, 15:00 (Swedish)
Supervisors
Examiners
Available from: 2016-03-17 Created: 2016-03-17 Last updated: 2016-03-17Bibliographically approved

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