Metoden TAKK som inkludering i förskolan

• Main Authors: Blohmé, Evelina, Hedengård, Erika
• Format: Others
• Language: Swedish
• Published: Malmö universitet, Fakulteten för lärande och samhälle (LS) 2019
• Subjects: AAC; communication; children with special needs; inclusion KWS; preschool; Barn med särskilda behov; förskola; inkludering; kommunikation; TAKK; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29223

The purpose with this study is to examine how educators work with ACC (KWS) as inclusion in preschools. As future educators it is in our interest to contribute with more knowledge about the method and its ability for inclusion for all children. The study was carried out as a qualitative investigation. The empirical material was gathered thru semi-structured interviews in form of interviews with different educators and with different experience of the method. We chose the sociocultural theory, the communication theory and the didactic theory for our analysis of the material. The result of the study shows that although the educators have the proper education with the method, the use of it is sometimes sparse due to time, will or effort of the co-workers, themselfs or families of the children. It is important to work with ACC (KWS) from both an organization, group and individual perspective, as it takes time to build up effective communication methods. All the educators we interviewed are comfortable with the use of the ACC (KWS) method and see the positive outcome of the method. The result of our study also shows that the educators who regularly use the method see more opportunities for inclusion of all children.