The purpose of our study is to contribute knowledge about how preschool teachers describes children in need of special support and how they discuss about including all children in the preschool. We also investigate how the role of the special educator is for preschool teachers and children with needs at preschool.
In preschool, all the children are placed, regardless of need, because there are no other forms of schooling and therefore inclusion becomes an interesting issue. As future special educators, we wonder what opportunities preschool teachers have to include all children, with special needs in preschool, and how the special educator with his competence can be a support for children and educators. Our study is based on qualitive interviews with eight preschool teachers.
Our questions are:
- How are children in special needs described by the preschool teachers?
- How preschool teachers discuss about the conditions for including all children in preschool?
- What role does the special educator have in relation to the preschool teachers and the children in need of special support at the preschool, according to preschool teachers?
The theoretical approaches in the study are the socio-cultural perspectives, the special educational perspectives as well as the categorical, relational and quandary perspectives.
In summary the result indicates that children with special needs are defined as children with speech difficulties, from being withdrawn to being outspoken with the need of extra support and guidance to cope with everyday life and social interactions. The socio-cultural perspective permeates the special educator´s approach as communication and interaction prove to be important concepts in the work of including all children. Furthermore, the relational approach is fundamental in the study as the preschool teachers believe that work procedures and the environment should be changed and adapted so that all children can participate on equal terms in the preschool´s activities. The quandary perspective becomes obvious as the results show that the conditions are different in the preschools when it comes to collaboration with other professions, groups of children and staff resources among other things.
The special educational implication that has been highlighted in the study is the collaboration with special educators, who through their preventive work help and support the children by using different conversational methods, approaches and speech encouraging material.
|Date of Award||2021-Jun-21|
|Supervisor||Ann-Elise Persson (Supervisor) & Lars-Erik Nilsson (Examiner)|
- Special Education Programme
- 15 HE credits
Swedish Standard Keywords
- Pedagogical Work (50304)
- Pedagogy (50301)
- children in need of special support
- socio-cultural perspective
- special educator
- special educational perspective