Möjlighet till rättighet
: En kvalitativ studie om huruvida deltagare inom daglig verksamhet ges möjlighet att utöva sin rättighet till kommunikation

Translated title of the thesis: Opportunity for rights: A qualitative study of whether participants in daily activities are given the opportunity to exercise their right to communication
  • Kicki Eklund
  • Linn Wetterstrand

Student thesis: Professional degree, Advanced level


Within the Swedish special school, there is a focus on future independence, which is largely about the opportunity to communicate. Thus, alternative, augmenta t ive communication (AAC) takes a big place within this school form. The majority of the students who leave primary and secondary special school are then engaged in daily activities. How they act there and what methods they use, should thus influence which methods are used and how in special schools, to prepare students for adult life. Despite this, we and our colleagues in the special primary school experience a great deal of ignorance about daily activities and what it entails. Thus, the purpose of the study is to examine and analyze communication within daily activities, with a special focus on AAC, from the staffs’ perspective. Semistructured interviews were conducted by a total of seven employees in four differe nt daily activities. These were documented with sound recording and transcription, followed by processing through thematic content analysis. The results were then interpreted using concepts taken from sociocultural theory. The study showed a large difference in resources in daily activities versus the special school, which can have significant consequences. These are mainly shown by more analogous methods such as image support and signing, lower staff density and competence within AAC. The study also shows a desire to expand cooperation with special schools to learn from each other and promote a common thread from education to adult life for people with intellectual disabilities (ID). As special school and daily activities are both part of the system society has built up for people with ID, the passages between them need to be reviewed and an active collaboration for a common thread developed. Likewise, we as special teachers in compulsory special schools need to review the AAC methods we use and how they are used, so that students are as prepared as possible when they leave the world of education and go into adulthood.
Date of Award2022-Jun
Original languageSwedish
SupervisorSarah Rangstrand Hjort (Supervisor), Lotta Anderson (Assessor) & Daniel Östlund (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)


  • AAC
  • adulthood
  • communication
  • daily activities
  • intellectual disability
  • special education
  • special primary school
  • upper secondary special school

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