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Journals / International Journal of Early Childhood Special Education / 2015 / Cilt: 7 - Sayı: 2

Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study

Lundqvist Johanna
Allodi Westing MARA
Siljehag Eva
Pages
273–293
Publication Date
2016-01-17
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The descriptions of the preschool practices are related to national and international discussions concerning the topics of inclusive education and support provisions in preschools.

📌 3 Key Takeaways

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Objective & Hypothesis:Öz 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.
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Key Findings & Data:Environmental and interpersonal support was integrated into ongoing activities, routines and plays, both in the comprehensive and specialised preschools.
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Conclusion & Impact:The descriptions of the preschool practices are related to national and international discussions concerning the topics of inclusive education and support provisions in preschools.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler Dsability · early childhood · inclusive education

Özet

Öz 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.

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Cite This Article

Johanna, L., MARA, A. W., Eva, S. (2016). Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study. International Journal of Early Childhood Special Education, Cilt: 7 - Sayı: 2, 273–293. https://ajindex.com/articles/137844

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