Bild 1
Barn och elever med språkstörning
ABF 2017-01-31
Marika Habbe, leg logoped
Annelie Westlund, rådgivare
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 2
Resurscenter tal och språk
Vårt arbete sker genom olika typer av specialpedagogiskt stöd:
- Specialpedagogisk utredning
- Specialpedagogisk rådgivning
- Information och utbildning
2017-02-02
2
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 3
Språk
2017-02-02
3
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 4
Fonologisk utveckling och uttal
•
Reflexiva ljud: skrik, gnyenden, vokaljoller, stavelsejoller
•
Vid ca 1 års ålder – de första orden. Systematiska strategier för att
förenkla (nalle – lalle)
•
3-5 år: Fonologisk medvetenhet och uttal förbättras successivt
•
Vid skolstarten behärskar barnet de flesta språkljud; både att uttala och
känna igen dem.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 5
Grammatisk utveckling
•
Det lilla barnet uppfattar sats- och meningsgränser
•
I 2 årsåldern när barnet har ca 50 ord i sitt aktiva ordförråd börjar det
kombinera två ord i ”telegrafiskt tal”, ”sms-tal” (ha boll)
•
Allteftersom treordsmeningar uppstår läggs grammatiska morfem till
(prata – pratade, sola – solade, gå – gådde)
•
I sexårsåldern kan barnet de flesta grammatiska konstruktioner, men kan
fortfarande ha svårt att förstå och använda passivsatser upp till 10 – 12 års
ålder.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 6
Ordförrådsutveckling
•
Förstår första orden vid ca 4 månaders ålder
•
Säger första orden vid ca 1 års ålder. (Känner igen ca 100 ord innan de
själva börjar använda ord)
•
Vid 2 år ca 25-50 aktiva ord
•
”Ordexplosion” i 2-årsåldern
•
Snabb utveckling av ordförrådet, vid 6 års ålder kan ca 6000 ord.
•
I 15-årsåldern har ordförrådet vuxit till ca 60 000 ord. Abstrakta uttryck.
•
Ordförrådet fortsätter utvecklas livet ut!
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 7
Pragmatik
•
Det lilla barnet: gemensamt uppmärksamhetsfokus, turtagning
•
Från 3-årsåldern: samtalsstrategier, tar lyssnarens perspektiv, ber om
förtydliganden, berättar kronologiskt
•
I skolåldern används mer avancerade samtalsstrategier, förståelsen för
undermeningar förfinas och man klarar mer krävande samtalssituationer
kommunikation
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 8
Språkstörning
”När man fastnar på ett ord, så försvinner alla andra ord.
Man släpper orden och så försvinner det.
Det är nog så för alla nästan.”
”Det är som att de andra kör sportbil och jag åker trehjuling.”
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 9
Språkstörning
Ett barn med språkstörning har svårigheter med något
av
•språkets form
•språkets innehåll
•språkets användning
…men ofta med en kombination av alla dessa delar.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 10
Begreppet språkstörning
Funktionsnedsättning!
Språkförsening?
Språkstörning?
Språklig
sårbarhet?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 11
Vad beror språkstörning på?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 12
Hur språkliga områden och förmågor
kan påverkas vid en språkstörning
Uppfatta och skilja mellan
språkljud
Uttal
Bilda meningar
Svårt att uppfatta om ord är
korta eller långa
Svårt att höra vilket ljud ett
ord börjar eller slutar med
Nettelbladt, U. & Salameh, E-K. (2007). Språkutveckling och språkstörning hos barn.
Del 1. Lund: Studentlitteratur.
12
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 13
Litet ordförråd
Kategorisera ord
Komma på ord
Nettelbladt, U. & Salameh, E-K. (2007). Språkutveckling och språkstörning hos barn.
Del 1. Lund: Studentlitteratur.
13
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 14
Använda och tolka
ögonkontakt, kroppsspråk
och mimik
Vänta på sin tur i samtalet
Förstå ironi eller bildliga
uttryck
Anpassa språket till
situationen
Nettelbladt, U. & Salameh, E. (2013). Språkutveckling och språkstörning hos barn.
Del 2. Lund: Studentlitteratur.
14
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 15
Språkstörning och dyslexi
The simple view of reading (läsning= avkodning X förståelse)
God språkförståelse,
dålig ordavkodning
(klassisk dyslexi)
Dålig ordavkodning,
dålig språkförståelse
(SLI)
God ordavkodning,
god språkförståelse
God ordavkodning,
dålig språkförståelse
Gough &Tunmer, 1986
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 16
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 17
Christer Jacobsson, docent i pedagogisk psykologi vid Linnéuniversitetet i Växjö.
Hämtad från artikeln Hur kan vi se på läs- och skrivsvårigheter, 2006
17
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 18
Klassrumsbaserad språklig bedömning
•Intervjuer med och sammanställning av information från elev,
pedagoger och föräldrar
•Insamling och bedömning av representativa texter och
klassrumsuppgifter från eleven
•Observation i klassrummet (och gärna i andra skolsituationer
också, som t.ex. matsal, rast osv.)
•Analys och dynamisk bedömning av uppgifter och material
från klassrummet.
http://www.sprakforskning.se/forskningsbloggen/ Anna Eva Hallin
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 19
Olika sätt att kartlägga språkutveckling
Dynamisk bedömning
Statisk bedömning
•
Statisk bedömning fokuserar på
svårigheter hos barnet/eleven.
•
I en statisk bedömning så ingår ofta
uppgifter av stigande svårighetsgrad,
och testledaren förväntas inte/ska inte
ge någon feedback.
•
I en statisk bedömning ska testledaren
försöka vara så neutral som möjligt och
inte engagera sig eftersom likvärdig
presentation av testuppgifter är viktigt för
både validitet och reliabilitet.
•
Dynamisk bedömning fokuserar på hur
barnet/eleven lär sig. Utgår från vad
barnet kan, och har alltså inget
felsökningsperspektiv.
•
I en dynamisk bedömning ger man
återkoppling till barnet/eleven och
noterar hur mycket stöd och stöttning
barnet/eleven behöver för att klara en
viss uppgift.
•
I en dynamisk bedömning ska det finnas
en trygg relation och en
tvåvägskommunikation mellan den som
testar och den som blir testad.
http://www.sprakforskning.se/forskningsbloggen/ Anna Eva Hallin
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 20
Språkstörning vid flerspråkighet
Språkstörning på alla barnens språk
Flerspråkighet orsakar inte språkstörning,
alla barn som kan lära sig ett språk, kan lära sig flera
Viktigt att föräldrar använder det språk
de behärskar bäst, inte det som lärs ut i skolan
Flerspråkighet försenar inte språkutvecklingen –tvärtom!
Att blanda språk när man pratar, s.k. kodväxling
tyder på att man är språkligt kompetent
Paradis, Genesee & Crago (2011)
Hedman, C., Salameh, E. m.fl. (2012)
Ibanez, K.( 2016)
20
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 21
Språkliga svårigheter är inte alltid en
språkstörning
Selektiv mutism
Oralmotoriska svårigheter
Verbal dyspraxi
Stamning
Hörselnedsättning
2017-02-02
21
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 22
Exempel på områden och förmågor
som kan påverkas vid en språkstörning
Reglering av det egna beteendet
Uppmärksamhet
Social förmåga
Svårigheter överlappar varandra och förändras över tid
22
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 23
Samvariation
Adhd och autism är exempel på diagnoser som ofta
förekommer tillsammans med en språkstörning.
Vi människor utvecklas över tid och den diagnos som bäst
förklarar ett yngre barns svårigheter, kanske inte är aktuell när
barnet blir äldre.
2017-02-02
23
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 24
Arbetsminne
Psykiska funktioner som jämför och bearbetar information
som hämtas från både kort- och långtidsminne (ICF, b1443,
Socialstyrelsen).
Arbetsminnesförmågan har mycket stor betydelse vid
inlärning.
Personer med språkstörning har ofta nedsatt
arbetsminneskapacitet.
24
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 25
25
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 26
Bygg upp ordförrådet
2017-02-02
26
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 27
Ur SPRÅKLÅDAN, Johan Althoff,
bild Robert Nyberg, 2004
2017-02-02
27
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 28
Kommer från tyskans fenster.
På danska heter det vindue.
Vindöga har gett upphov till
det engelska window.
2017-02-02
28
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 29
fotobomba
medvetet eller omedvetet
hoppa in i bild eller på annat
sätt sabotera när någon
fotograferar.
frisparksprej
vit sprejfärg som används vid
frisparkar i fotboll för att
markera var bollen ska ligga
och var försvarsmuren ska
stå.
svajpa
2017-02-02
Styra till exempel en dator eller
surfplatta genom att dra med
fingret på skärmen
29
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 30
Struktur och förutsägbarhet
Använd tidshjälpmedel
Se till att uppgifter ofta har liknande upplägg och struktur
Ge tid och många tillfällen till repetition
Visualisera
2017-02-02
30
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 31
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 32
2017-02-02
32
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 33
Ta hänsyn till barnets förmåga att
lyssna
Anpassa talet
Tecken som stöd
Be barnet upprepa vad som har sagts
Se över ljudmiljön
2017-02-02
33
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 34
Demonstrera, visa och ge modeller
2017-02-02
34
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 35
Återgivande text
Argumenterande text
Det jag redan vet
Jag vill ge min åsikt angående…
Om…visste jag... Nu har
jag lärt mig att…
Jag anser att…
Jag har också lärt mig att…
I den frågan har jag följande
argument…
Något annat som jag har
lärt mig…
För det första…
Avslutningsvis…
Slutligen har jag lär mig…
2017-02-02
35
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 36
Lektion 1
Skapa nyfikenhet för språket
Anpassa talet
Demonstrera, visa och ge modeller
2017-02-02
36
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
Bild 37
Referenser och länkar
Nettelbladt, U. & Salameh, E-K. (2007). Språkutveckling och språkstörning hos barn. Del 1. Lund:
Studentlitteratur.
Nettelbladt, U. & Salameh, E-K. (2013). Språkutveckling och språkstörning hos barn. Del 2. Lund:
Studentlitteratur.
http://www.unf.edu/t.alloway/Research.html (Tracy Packiam Alloway)
Att arbeta med språkstörning I förskola och skola,
https://webbshop.spsm.se/globalassets/publikationer/00726.pdf/
Institutet för språk och folkminnen, http://www.sprakochfolkminnen.se/
https://hittalaromedel.spsm.se/
2017-02-02
37
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________
