Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study
Lundqvist Johanna, Allodi Westling Mara, Siljehag Eva
The purpose of this multiple-case study was to investigate the abilities and needs of children in some comprehensive and specialised preschools adopting some form of inclusive education, and to describe the provided support that was designed to enhance children’s participation and learning. Fifty-six children and eight preschools located in four municipalities were enrolled. The data was collected via observations, conversations, interviews and a questionnaire. The abilities of the children varied and the need of support among the children ranged from some needs to high and very high needs. Environmental and interpersonal support was integrated into ongoing activities, routines and plays, both in the comprehensive and specialised preschools. In the specialised preschools, one-on-one training and speech therapy, as well as an extended timeframe, were also provided. The descriptions of the preschool practices are related to national and international discussions concerning the topics of inclusive education and support provisions in preschools.
Disability , early childhood , inclusive education , special educational needs , support provisions
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