Special Education in the Early Years: Perspectives on Policy and Practice in the Nordic Countries (International Perspectives on Early Childhood Education and Development, 36)

This book explores policies and practices in special education in the early years, highlighting shared enablers and barriers. It examines research, policies and practices from different Nordic countries and discusses the theory and empirical data underlying the research. It looks at specific issues including gifted children, social inequality and exclusion, teaching children with autism, inclusive practice, language and emotions. The book offers critical perspectives, highlights potential developmental objects and gives recommendations for further research as well as policy and practice. The book features many aspects of the so-called Nordic model - the economic and social policies common to the Nordic Countries: Denmark, Finland, Norway and Sweden. The findings provide important insights into the Nordic model and advance the understanding of relevant issues facing the Nordic countries. Contents About the Contributors Chapter 1: Introduction to Special Education in the Early Years—Policies and Practices Across the Nordic Countries References Part I: Policy Perspectives Chapter 2: Early Childhood Special Education in Finland Introduction From Daycare to Early Childhood Education Aims and Method of This Study Research in the Area of ECSE From Yesterday to Today in Early Childhood Special Education The EC(S)E Policy and Its Implementation The 2000s-Inclusive and Special Education in ECE The Individual Child and the Social Context Resource Allocation and ECSE Management National Guidance in ECSE Discussion and Conclusion References Chapter 3: Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools Introduction Data and Methods Results Theme 1: The Norm of Children’s Learning and Development Theme 2: Norm Borders of Variation in Function Theme 3: Children Who Fall Outside the Norm Theme 4: Norms That Create Security Theme 5: Norms That Create Insecurity Discussion References Chapter 4: Implicit and Inclusive Early Education for Gifted Children Swedish Policy and International Possibilities Introduction Recognising Giftedness as a Special Education Need Recognising Young Gifted Children Why Is Giftedness a Special Learning Need? Social and Emotional Needs Policy Mandate for Gifted Education in Sweden Early Years’ Education Settings in Sweden: Preschool—Preschool Class—Primary School Mandate for Action: Preschool Curriculum and Policy Inclusive Gifted Education Practice Possibilities in the Early Years Responsive and Inclusive Teaching Individualisation Strategies Like-Minded Peers and Peer Grouping Partnership and Consultation Method: Narrative and the SPARK Framework Narrative and Exploratory Research SPARK—A Framework for Gifted Education in the Early Years Results Peter’s Circles—A Composite Narrative Analysis of the Narrative Using the SPARK Framework Discussion Conclusion References Chapter 5: Gaps in Care: (E)quality ECEC in Nordic Early Childhoods Introduction Developmental Perspectives on Learning and Development (E)Quality in Danish Early Years Earlier Danish Research Method and Results Discussion and Conclusion References Chapter 6: Autism and Young Children in Sweden Introduction Focus of Study Methods Findings Key Reflections for Future Research Conclusion References Chapter 7: Swedish Early Childhood Preservice Teachers and Inclusive Education Introduction Review of Literature Swedish Context University of Gothenburg International Context for Inclusive Education The Case Study Moving Forward—Key Points for Consideration Conclusion References Part II: Practice Perspectives Chapter 8: Developing Inclusive Learning Environments – When Collaboration Is (Not) the Answer Introduction National Strategies for Special Education and Inclusive Education Implications in Implementation Strategies Implications for Inclusive Practice and Collaboration Research Focus and Design Findings When Collaboration Becomes Decoration Missing Links How Collaboration Supports Transformation Discussion Conclusion References Chapter 9: How Do Children Describe Learning Self-Regulation Skills in the Kids’ Skills Intervention? Introduction The Importance of Self-Regulation Skills for a Child’s Learning The Kids’ Skills Programme Research Questions Research Methods Kids’ Skills Intervention Study Participants Data Collection Data Analysis Trustworthiness and Ethical Solutions Results Learning Friendship, Patience, Courage and Tasting Skills Changes in Children’s Behaviour as a Benefit of Activity Level Changes in Child Group Roles and Dynamics Discussion References Chapter 10: Experiences of Educational Support for Mathematical High-Ability Children in Finland. A Netnography of Parental Perspective from ECE to the School Context Introduction Finnish Context Teaching Mathematically High-Ability Students Data and Methods Results Overview of Parental Experiences Analysis of Support Measures Acknowledgement of the Child’s High Abilities Is the Perquisite to Get Support Individualisation of Education Discussion and Recommendations References Chapter 11: A Survey of the Views of Graduates of Early Childhood Teacher Education in Norway on Special Needs Education Introduction The Norwegian Context Theoretical Background Method Participants Analysis Ethical Requirements Limitations Results Participants’ Estimate of Hours of Education in Different SNE Subjects Participants’ Satisfaction with Their SNE Competence Importance of SNE Competence The Need for More SNE Knowledge Discussion and Conclusion References Chapter 12: Inclusive Practices in Early Childhood Education in Norway Introduction Literature Review Research Methodology Data Data Collection Methods Observations Focus Group Interviews The Analyses Ethical Considerations Results How KIDS Contribute to Create Improvement of Relationships How KIDS Contribute to Create Improvement of Play and Activities How KIDS Contribute to Create Improvement of the Physical Environment How KIDS Helps Build the staff’s Competence Discussion Conclusion References Chapter 13: Late Talkers and Language Learning in Norwegian ECEC for Children Under Three Introduction Language Development and Late Talkers Language Learning in a Childcare Context Early Intervention and Late Talkers Method Ethical Considerations Results Discussion Autonomy Versus a Child-Centred Pedagogy Implementing Systematic Strategies Conclusion References Chapter 14: Finger Patterns as Tools for Learning the Basic Meaning of Numbers Introduction Learning About Numbers Theoretical Framework The Study The Statement Game 10-Snake Finger Patterns Context Problems Method Results Representing Numbers with Fingers and Words Partition Seven Marbles into Two Parts Two Arithmetic Tasks Discussion and Conclusion References Chapter 15: Support of Language and Communication in Swedish Preschools Introduction The Swedish Preschool Context Aim Method Material Procedure Results Discussion Conclusion References Chapter 16: Communities of Practice: A Model for Professional Development in Early Childhood Education and Care to Support Children with Communication Barriers? Introduction Professional Development in ECEC Swedish Preschools Theoretical Framework Communities of Practice Method Narrative Analysis Findings Narrative: Joint Enterprise Narrative: Mutual Engagement Narrative: Shared Repertoire Discussion References Chapter 17: Teacher Perceptions of Language Challenges Among Children in Three Different Language-Medium Settings in Finland Introduction Conventional, Large-Scale Bilingual and Small-Scale Bilingual Education Settings Language Challenges in ECEC Language Challenges in Relation to Settings Support for Language Challenges Purpose of the Study Method Participants Data Analysis Results Language Challenges Among Children in Different Settings Teachers Provided Support for Children with Language Challenges Language Support Activity Support Nonlanguage Support Differentiated Support Multiprofessional Support Differences in Provided Support Between the Contexts Discussion Conclusion References Chapter 18: Behind the Practice: Finnish Early Childhood Education and Care Professionals’ Perceptions and Beliefs Concerning Children in Need of Social and Emotional Support Introduction Identifying and Answering Children’s Need of Support in Finnish ECEC ECEC Professionals’ Beliefs and Perceptions Concerning Children Needing SE Support Method Participants and Sampling Research Task and Data Collection Content Analysis ECEC Professionals’ Perceptions Concerning Individual Children Building Trust in Children’s Possibilities Through Strengths and Potential Describing the Diversity of Challenging Behaviour—Focusing on Social Difficulties Integrating Challenges and Strengths—The Way of Speaking About the Child Explaining the Needs of Support and Children’s Behaviour The ECEC Professionals’ Beliefs Concerning Children Needing SE Support Child-Centred Beliefs Work-Related Beliefs Discussion Limitations and Implications Conclusion References Chapter 19: Special Education in the Early Years: Summary and Outlook Introduction Different Perspectives of Inclusion Current Trends and Future Challenges Tensions Between Voices, Theoretical Perspectives and Methodological Approaches Conclusion References