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Tecken som stöd i grundsärskolan: En kvalitativ studie om pedagogers syn på användandet av tecken som stöd i läs- och skrivinlärningen för elever i grundsärskolan
Umeå University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

In the past decades Swedish studies show that education for children with learning disabilities in special schools have had a tendency to be more focused on care-taking rather than on com-prehension and on reading and writing comprehension in particular. The Swedish school in-spections rapport (2010:9) showed that many schools need to review and improve the align-ment of teaching so that students get opportunities to use and develop their linguistic abilities, which then allows them to use them in meaningful contexts and together with others. The Swedish Special school curriculum (Lgrs -11) presents that every school are responsible for ensuring that pupils acquire and develop the skills that are necessary for each individual and member of society.The purpose of this study was to investigate whether manual signs in the education for chil-dren with learning disabilities in special school would assist and increase reading and writing comprehension. By interviewing six teachers and special education teachers in special school I could learn more about their knowledge and use of manual signs in students' reading and writing comprehension and the opportunities and challenges the educators could see that characterize signs as educational assistance.The study showed that all educators saw manual signs as a positive element in daily opera-tions for children in special school. With personalized learning and varied materials manual signs were seen, in reading and writing situations, especially as supportive of students' learn-ing of letters and letter sounds, but also for the understanding of words and concepts and how words are constructed. The opportunities of manual signs that emerged were that the children were allowed to use multiple senses in their read and write comprehension while it strength-ened the understanding of language. The challenges where more seen as a problem among the educators themselves by not knowing manual signs or afraid to use manual signs the wrong way.

Place, publisher, year, edition, pages
2015. , 33 p.
Keyword [en]
Special Education, language disorders, TAKK, manual sign.
Keyword [sv]
Specialpedagogik, språkstörning, TAKK, tecken som alternativ och kompletterande kom-munikation.
National Category
URN: urn:nbn:se:umu:diva-105888OAI: diva2:838578
External cooperation
Subject / course
Examensarbete Speciallärarprogrammet
Educational program
Postgraduate Diploma in Special Needs Training
Available from: 2015-06-30 Created: 2015-06-30 Last updated: 2015-07-01Bibliographically approved

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