AKK:s bidrangande till inkludering i förskolan : Barns rätt till kommunikation

Sammanfattning

The aim of this paper was to examine preschool teachers’ experiences of how augmentative and alternative communication (AAC) can contribute to an inclusive environment in preschool settings. The study was conducted using a combined qualitative and quantitative survey, which was completed by 52 respondents. The analysis was conducted from a sociocultural perspective, with key words: zone of proximal development, scaffolding, mediating tools and appropriation.The results show that preschool staff primarily use sign-supported speech (TAKK) and visual supports to assist children in their communication, enabling them to understand and express themselves. The findings also indicate that teachers use AAC to structure daily routines as well as to clarify their own communication. Furthermore, all respondents reported that AAC contributed to an inclusive environment for all children and was important for children’s social interaction and language development. The results also highlight that staff need more training and planning time to feel confident in using AAC.The study emphasizes the importance of integrating AAC into preschool practices and highlights the critical role played by teachers and their use of AAC.