The aim of this study is to investigate how some preschool teachers and teachers at the lower and middle level talk about the impact of speech and language impairments on pupils' knowledge development and education. Qualitative interviews with a preschool teacher in preschool, a preschool teacher in preschool class, two class teachers in grades 1-3 and two class teachers in grades 4-6 were conducted. A sociocultural perspective on language and learning, together with previous research and literature on the subject, was used to analyze, interpret and compile the collected data.The results of the study show that preschool teachers and teachers have a lot of experience of children and students with speech and language difficulties, and that they have different experiences regarding information transfer between school levels. Most of the experiences and adaptations that the participants talk about is about expressive speech and language difficulties. The preschool teachers and teachers speak little about impressive difficulties and key concepts for the subject. All participants see the need for further knowledge of the subject. One conclusion of the study is that there is a need for increased knowledge of preschool teachers and teachers regarding children and learners with speech and language difficulties.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-67874 |
| Date | January 2018 |
| Creators | Carlson, Helena |
| Publisher | Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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