A preschool for all children? – Swedish preschool teachers’ perspective on inclusion

Hau, Hanna Ginner; Selenius, Heidi; Åkesson, Eva Björck

doi:10.1080/13603116.2020.1758805

Cited by 21 publications

(17 citation statements)

References 11 publications

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“…Teachers are implementers of inclusive practice but their conceptions of the meaning of inclusion and special educational needs can differ, due to experience, education or the discourse within the specific educational setting. For example, Ginner Hau, Selenius, and Björck Åkesson (2020) conclude that special educational support in Swedish preschools focuses on group level and preschool environment, rather than individual children. In compulsory school, the situation is quite the opposite as the support generally is targeted towards the needs of individual children (Wilder and Klang 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Wilder

Lillvist

2021

European Journal of Special Needs Education

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This study aimed to explore parents' and teachers' meaning making of children's learning in transitions from preschool to school, for 5-7-year-old children with intellectual disability (ID). Although educational transitions is a growing area of research there is limited research about educational transitions of children with ID. These children often need individual adaptations in pedagogical settings and children with ID are most dependent on supportive persons for learning. In a Swedish context, the transitions from preschool to school of eight children with ID were studied during one year. Fortyseven interviews with parents, preschool-and school teachers were performed on three occasions pre-and post-transition. The interviews were analysed using interpretative phenomenological analysis. Results showed that the master themes 'Organising for Child Wellbeing', 'Adapting Strategies for Learning', and 'Processing Time' constituted how parents and teachers perceived and responded to the children's learning. Individualisation of transitions is needed and should be built up by close and tentative adaptations that prevail over transitions. This study shows that for children with ID learning is a social process where close partners are very important for child well-being, and thus learning.

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Section: Introductionmentioning

confidence: 99%

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Wilder

Lillvist

2021

European Journal of Special Needs Education

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“…What is highlighted is the “experience of” participation, ie the subjective nature of participation is emphasized. In another recent study, 29 where preschool teachers were asked about their experiences of and reflections on inclusion in preschool the teachers identified the preschool group as the unit for inclusion. Hence the individual perspective was comparatively absent.…”

Section: Introductionmentioning

confidence: 99%

Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools?

Andersson

Gillberg²,

Miniscalco

2021

NDT

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Background In Sweden, children diagnosed with autism spectrum disorders (ASD) as well as other children in need of special support, according to the law should be provided stimulation and support for their development in their preschools. Parents of children diagnosed with ASD have been shown to struggle to ensure the right to support for their child from society, including in preschool. This study reports parent expectations and experiences when having a child diagnosed with ASD in preschool. Methods A questionnaire with 12 open-ended and 9 multiple-choice questions was completed by parents of 26 children (3 girls, 23 boys, mean age 4:3 years). The children had been diagnosed with ASD within the last year. The data were analyzed using a qualitative inductive approach with a content analysis of the open-ended questions. Findings and Conclusions This study shows that parents expect competence and knowledge about ASD among preschool staff, including the principal. They need continuous dialogue between parents and the preschool staff and expect individualized support for their child. Concerns about their child in preschool frequently occurred.

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“…Our previous study (Ginner Hau et al, 2020) identified the ISRT as a potentially useful tool for developing inclusion through a reflective approach that is sensitive to the needs of the practitioners (Ginner Hau et al, 2020). For purposes of future implementation of the ISRT, the present study focused on teachers' perspectives regarding the ISRT's potential to contribute to enabling all children's participation, defined as attending and being actively engaged in the activities in early childhood education and care.…”

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confidence: 98%

“…A prerequisite for child wellbeing, achievements, and positive development in an inclusive environment is a high-quality education (Taguma et al, 2013;Soukakou, 2016;Castro et al, 2017;Ginner Hau et al, 2020;Lee and Janta, 2020;Lundqvist, 2020). Earlier research has proven high-quality ECEC to have positive, long-lasting effects on children's development and learning (Shonkoff and Phillips, 2000;Heckman, 2006Heckman, , 2011Pianta et al, 2009;Shonkoff, 2010;Melhuish et al, 2015).…”

mentioning

confidence: 99%

“…In a previous study (Ginner Hau et al, 2020), the ISRT was used in the Swedish preschool context to understand practitioners' perspectives on inclusive processes and supportive structures. From the process of data collection and the obtained data, the ISRT was considered to be a tool that worked well to collect information on practitioners' views of inclusive processes and supportive structures.…”

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confidence: 99%

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Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

2023

Self Cite

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IntroductionIn order to provide opportunities for high-quality early childhood education and care for each child, inclusive settings need to develop and sustain their potential to enable participation in terms of attendance and involvement for diverse groups of children. In 2015–2017, the European Agency for Special Needs and Inclusive Education completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality inclusive early childhood education. Within the project, a self-reflection tool for improving inclusion, the Inclusive Early Childhood Education Environment Self-Reflection Tool (ISRT), was developed. For purposes of future implementation of the ISRT, the present study focused on the teachers' perspective regarding the ISRT's potential to contribute to enabling all children's participation, defined as attending and being actively engaged in the activities in early childhood education and care. The specific aim was to explore Swedish preschool teachers' perceptions of the ISRT based on their experiences of applying the tool.MethodsTwelve preschool teachers participated in semi-structured interviews about their experiences of applying the tool. The interviews were analyzed with a thematic analysis.ResultsThe thematic analysis resulted in three main themes concerning the teachers' perception of (1) the construction of the ISRT, (2) the time required for using the tool, and (3) the tool's immediate relevance for practice. Each of these themes contained both negative and positive perceptions of the tool.DiscussionBased on the negative and positive perceptions identified in the three main themes, future research and development of the ISRT in Swedish preschools are discussed. On a general level, the results are discussed in relation to the implementation of the ISRT in terms of acceptability, appropriateness, and feasibility.

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A preschool for all children? – Swedish preschool teachers’ perspective on inclusion

Cited by 21 publications

References 11 publications

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Teachers’ and parents’ meaning making of children’s learning in transition from preschool to school for children with intellectual disability

Parents of Children Diagnosed with Autism Spectrum Disorder: What Do They Expect and Experience from Preschools?

Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

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