7 % of children in preschool have some sort of language disorder. How should preschool teachers best help these children? In a small special group where they can focus on the child´s individual linguistic development or in an ordinary group were the other children can be linguistic models for the child and help his or hers development? The purpose of this paper is to see what preschool teachers, who work with children who has language impairment, says about working with these children in a special group as compared with working with them in an ordinary group together with children without language impairment. What are the advantages and the disadvantages related to the different ways of working? Another focus point is how the children collaborate with each other. I have used theories about integration and peer collaboration to understand the results. I have conducted interviews with two preschool teachers with experience in both working with solely language impaired children in a small group as well of work in a mixed group of children with and without language impairment. Furthermore, I have also observed how the children collaborate with each other. The result of the interviews and observations show that there is not an easy way to answer the question about which way is better. One conclusion I can make is that it requires more work from the teachers working in a mixed group. They have to be aware of the variation in the children´s needs and they have to work active with the children´s collaboration in order to prevent that language impaired children are excluded in play.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-17936 |
| Date | January 2012 |
| Creators | Hopstadius, Emelie |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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