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Teachers' View of Educational Support to Children in Need of Special Support
Mälardalen University, School of Education, Culture and Communication, The Research Program CHILD, Västerås, Sweden.
Mälardalen University, School of Education, Culture and Communication, The Research Program CHILD, Västerås, Sweden.
Mälardalen University, School of Sustainable Development of Society and Technology, Research Program CHILD, Västerås, Sweden.ORCID iD: 0000-0003-2547-1100
2009 (English)In: International Journal of Early Childhood Special Education, ISSN 1308-5581, Vol. 1, no 2, p. 102-116Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don’t do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today. 

Place, publisher, year, edition, pages
International Journal of Early Childhood Special Education , 2009. Vol. 1, no 2, p. 102-116
Keywords [en]
children in need of special support, preschool education, educational support, preschool teacher
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-79840Scopus ID: 2-s2.0-84860667584OAI: oai:DiVA.org:oru-79840DiVA, id: diva2:1392145
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-02-07Bibliographically approved

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