Abstract

The purpose of this paper was to examine preschool teacher’s thoughts about using Manual Signs as Alternative and Augmentative Communication as an aid for children in/with communication disabilities. The method I’ve used in the survey is qualitative interview.

The three interviewed preschool teachers use Manual Signs foremost for those children who have a poorly developed spoken language. Manual Signs are used as a complement to the spoken language and the preschool teachers use it to increase the children’s power of concentration. They use Manual Signs also as an aid for those children who have difficulties to communicate with others. The most common way for the preschool teachers to teach the children to use Manual Signs is by using cards. The cards have a picture and a sign on it and the preschool teachers and the children make the sign together. The use of Manual Signs mostly occurs in structured situations, e.g. gatherings and food situations. Lack of time can be an obstacle for using Manual Signs as Alternative and Augmentative Communication.

The result are that it is important as pre school teacher to have a good theoretical foundation to lean on to make sure that Manual Signs are used in the right way, i.e. to give the child un opportunity to learn how to communicate. It is important that pre school teachers are united in the way that Manual Signs are used.

Keywords: Manual Signs as Alternative and Augmentative Communication, pre school, language, communication.

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