Alternativa hjälpmedel och språkstimulerande miljö för barn med språkstörning i förskola

Detta är en Uppsats för yrkesexamina på avancerad nivå från Linnéuniversitetet/Institutionen för pedagogik (PED); Linnéuniversitetet/Institutionen för pedagogik (PED)

Författare: Bitte Bäverstam; Sandra From; [2016]

Nyckelord: ;

Sammanfattning: SLI is a diagnosis given at about 4 years of age and means that the child has a markedly impaired language skills compared to other children of the same age. It may for example be difficulties in learning new words, make themselves understood or understand others. To these children during preschool time to get an optimal language development, children need including access to alternative methods (AKK) for his language development. With AAC refers character support (TAKK), motivated teachers who are able to give children time to language training, as well as an inspiring visual and clear environment such as schedule images (GAKK). The aim of our study was to examine how teachers and speech therapists work to achieve a language stimulating environment and what alternative methods can be used for children with language disorders in preschool. We have used a qualitative approach with a focus on interviews. We conducted six interviews in three different preschools with seven respondents distributed on both educators and speech therapists. When the results were compiled, we saw that there were differences in usage and type of methods as well as the language stimulating environment build-up between these preschools. The three preschools worked actively with alternative methods, but one of the preschools, preschool 1, had a larger group of children and significantly fewer speech therapy hours than children in preschool 2 and 3 were given access to. As for the language stimulating environment all three preschools had clarity and structure of their organization. Preschool 1 and 2 had been scheduled slides for the kids and everything was marked with pictures that made the environment clear and visual. Preschool 2 had a more stripped-down environment with less material laid out. Also, they did not much matter tacked on the walls, making the environment less messy. All three preschools had many alternative ways to achieve an inviting play environment. We also concluded that preschool 3 was the nursery where the children got the most access to alternative methods and most speech therapist training both can be individually and in groups. 2 In our discussion, we believe that these varying conditions in preschools can also provide various opportunities to succeed in school. We see that the municipality the children live in can be crucial for their achievement and development later in school. In order to develop an optimal language development in children with language disorders, we believe in early intervention, small groups of children, professional educators, availability of alternative methods and a speech therapist linked to preschool. We also believe in the need of a language stimulating environment where everything is designed with a linguistic awareness, both with obvious and underlying intent.

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