Abstract:The aim of this article was to explore whether and how special education documents incorporate efforts to hear young children. The study is based on an in‐depth analysis of expert assessments and individual education plans (IEP) pertaining to 17 children enrolled in early education and care (ECEC) institutions in Norway. The documents are scrutinized for explicit attempts to hear young children, as well as in‐depth analysis of descriptions of children to see if the text convey efforts to include their perspect… Show more
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