Manual signing using keywords, an unaided augmentative and alternative communication (AAC) strategy, has an important role to play in the education system. To date, limited research exists with regard to the usage and effectiveness of unaided AAC strategies in the school environment. This gap is even more pronounced in the South African context. To address this research gap, the current study aimed to explore the perceptions of teachers towards the use of unaided AAC strategies in the educational context. The study used a quantitative, non-experimental survey, involving fixed and open-ended questions. The sample focused upon five urban school districts within the Gauteng province and considered both public and private schools for learners with special educational needs (LSEN), since these schools accommodate learners with a broad spectrum of disabilities and are likely to include learners with complex communication needs (CCN). A total of 101 teachers from ten schools participated. The participants identified various factors which influence manual signing within the educational system. These factors are related to the teachers’ school and classroom context (e.g. school culture), the team members involved (e.g. parents), community awareness, learner related factors and training needs. These identified factors and challenges are assessed and discussed with reference to both local and international norms. Recommendations are made with regard to expanding both an understanding and acceptance of unaided AAC strategies as a further means to support learning in the educational context for learners with special educational needs. / Mini Dissertation (MAAC)--University of Pretoria, 2019. / UP Post graduate bursary / Centre for Augmentative and Alternative Communication (CAAC) / MAAC / Unrestricted

Talet är något som många människor tar för givet, men för en del barn och vuxna är detta något som inte är lika självklart. Människor med språksvårigheter kan få hjälp och denna hjälp kan börja redan i förskolan. Alternativ och kompletterande kommunikation, AKK, är ett samlingsbegrepp av olika hjälpmedel som kompletterar talet. Teckenstöd och grafisk AKK är de två vanligaste AKK. Teckenstöd tecknar man med händerna samtidigt som du säger ordet. Grafisk AKK är bilder och symboler där man till exempel gör bildscheman över dagen. Tidigare forskning har visat att personal som gått en kurs inom alternativ och kompletterande kommunikation har börjat tänka mer på hur de kommunicerar med personer med språksvårighet och har också börjat använda sig mer av olika sorters AKK. Även de barn som inte har språksvårigheter gynnas av att använda alternativ och kompletterande kommunikation då det ger extra tydlighet i kommunikationen. Om alla barnen lär sig att använda alternativ och kompletterande kommunikation så kan de även använda denna i leken tillsammans med barn med språksvårigheter. I leken härmar barnen varandra både verbalt och icke-verbalt vilket innebär framsteg i kommunikationen.   I mitt examensarbete har jag intervjuat fyra förskollärare i olika kommuner i centrala och östra Värmland. I intervjuerna så framkom att arbetet med alternativ och kompletterande kommunikation varierar mycket, beroende på vilket behov som ansågs behövas. Inställningen till alternativ och kompletterande kommunikation var positiv bland alla de intervjuade men det upplevdes svårt att mäta förbättringen då detta är en lång process. Det framkom också att utbildning i kommunerna inom alternativ och kompletterande kommunikation inte var så stor men att det fanns en önskan bland samtliga förskollärare att lära sig mer om detta. / The spoken language is something that many people take for granted, but for some children and adults this is something that is not obvious. People with language difficulties can get help and this help can start already in preschool. Augmentative and alternative communication, AAC, is a collective concept of various aids that supplement the speech. There are two different types of AAC, aided systems and unaided systems. With unaided systems you use your body and hands to sign word while saying them out loud. Aided systems are pictures and symbols, for example, you create picture schedules throughout the day. Previous research has shown that staff who have taken a course in augmentative and alternative communication have started to think more about how they communicate with people with language difficulties and have also started to use more of different kinds of AAC. Even those children who do not have language difficulties benefits from using AAC as it provides extra clarity in communication. If all children learn to use AAC, they can also use this in the play together with children with language difficulties. In the play, the children mimic each other both verbally and non-verbally, which leads to progress in communication.  I have interviewed four preschool teachers in different cities in central and eastern Värmland. In the interviews, it became apparent that the way of working with AAC varies. The variation is caused by the individual extend to which the need for AAC is seen. The attitude towards Augmentative and alternative communication was positive among all interviewees. However, the measurement of improvements caused by AAC is being seen a challenge. The interviewees stated that the long period of time which is needed when using AAC makes it difficult to measure possible results. The preschool teachers participating in the interviews were of the opinion that education in their respective cities within AAC shows room for improvement and that there was a desire among them all to learn more about the concept.