Ivaretakelse av ASK i overgangen fra barnehage til skole. En kvalitativ studie som gjennom intervju med foresatte og fagpersoner har til hensikt å studere hvordan overgangen forberedes og tilrettelegges for å ivareta ASK-brukerens kommunikasjonsform

Summary The purpose of this study has been to shed light on the topic of taking care of Augmentative and Alternative Communication (ACC) in the transition between kindergarten and school. Transitions can be challenging for all children, and there is reasons to believe that a child in need of ACC will have an extra vulnerability with transitions. Starting at school usually involves a change of arena and close persons, and the close and familiar is changing for the child. Little research has been done on the topic of transitions for ACC-users and the literature usually mention it brifly. In 2012 it was a change in the aducation act, and Norway was the first country in the world to have a statutory right that gave ACC-users the right to training in and on their communicationform (Østvik, Skogdal, Stadskleiv, & Tetzchner, 2020). The development and following up the ACC seems to be vulnerable, and depends on many factors related to both the child and the surrounding environment. In this study, the research question is: How can we take care of the ACC-user's form of communication in the transition between kindergarten and school? The study has a qualitative methodological approach and is based on five semi-structured individual interviews. In the study, there are two selected ACC-users, and the informants are either parents or professionals for one of two cases. The purpose of the interviews has been to bring out the experience of the informants' of the transition to school, the role they had, the foundation laid in the kindergarten, procedures for the transition, what was challenging, what has worked well and what they think could or should have been done differently to take better care of the child's communicationform in the transition. Furthermore, the study is based on theory and research that sheds light on the reseach question. Findings in the study are based on a theme-based analysis (Thagaard, 2018, s. 154) where I have taken the themes from the interview guide as a starting point and present findings based on them. The themes were the role of the informant, collaboration, early intervention, the transfer process, communication partners and competence. The analysis shows that different shapes of collaboration appoints as a key finding for taking care of the ACC-user's communicationform in the transition, then with emphasis on quality, organization and content. By using Bronfenbrenner's model in the discussion, the child is placed in the center and collaboration between four different systems shows which collaboration arenas and forms the informants refer to. Other findings that are discussed say something about the content of the collaboration and how the early basis, preparation of the language environment, and the surrounding framework have had an impact towards the transition