TAKK som specialpedagogiskt didaktiskt verktyg i förskolans undervisning

Abstract

SACC as a special education didactic tool in preschool education

Abstract  

The purpose of this study was to increase knowledge about how signing as augmentative and alternative communication (SAAC) is said to be used in preschool education, and to shed light on how SAAC can be understood in the light of special education didactics. Didactic questions were employed to guide the analysis: Where and when is SAAC said to be used? Whom is SAAC said to be used with and for? How and why is SAAC said to be used? Data were drawn from statements posted by 32 professionals to an internet forum; specifically, the Facebook group “Förskolan.se”. A netnographic approach was chosen, and the data were analysed qualitatively on the basis of special education didactic modelling. The results show that descriptions of the use of SAAC can be likened to a multivocal approach. SAAC was described as being used in preschool education in several different ways, in several different situations, and in several different environments — with everyone and for everyone. From this, I conclude that with special education didactic modelling, SAAC can become a tool broad enough to provide support in an inclusive way.