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Inclusive Education, Support Provisions and Early Childhood Educational Pathways in the Context of Sweden: A Longitudinal Study
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
Stockholm University, Faculty of Social Sciences, Department of Special Education.
2015 (English)In: International Journal of Special Education, ISSN 0827-3383, E-ISSN 1917-7844, Vol. 30, no 3, 3-16 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to investigate the educational pathways of a group of children with and without special educational needs from the last year in preschool to 1st grade. Fifty-six children participated and 65 educational settings were visited. A longitudinal and mixed method approach was adopted. Data was collected via observations, conversations, interviews and a questionnaire. Over the early school years, the number of children with special educational needs increased. Their need of support ranged from some needs, to high and to very high needs. The support was integrated into ongoing activities and offered among peers, as well as provided in the form of one-on-one training and therapy, one-on-one conversation and after school training. The settings were comprehensive or specialised in a certain diagnosis, and the application of inclusion ranged from non-existent, to integrated activities and partial and full inclusion. The findings are related to national and international discussions on the topics of inclusive education, support provisions and early childhood educational pathways.

Place, publisher, year, edition, pages
2015. Vol. 30, no 3, 3-16 p.
National Category
Educational Sciences
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-120354OAI: oai:DiVA.org:su-120354DiVA: diva2:852015
Available from: 2015-09-07 Created: 2015-09-07 Last updated: 2017-12-04Bibliographically approved
In thesis
1. Educational pathways and transitions in the early school years: Special educational needs, support provisions and inclusive education
Open this publication in new window or tab >>Educational pathways and transitions in the early school years: Special educational needs, support provisions and inclusive education
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained.

The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children.

The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive.

The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support.

The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.

Place, publisher, year, edition, pages
Stockholm: Department of Special Education, Stockholm University, 2016. 136 p.
Keyword
bioecological model, children’s views, disability, drawings, first grade, inclusive education, leisure-time centre, longitudinal, mixed method, multiple-case study, preschool, preschool-class, special education, support, transitions
National Category
Pedagogy
Research subject
Special Education
Identifiers
urn:nbn:se:su:diva-126011 (URN)978-91-7649-309-0 (ISBN)
Public defence
2016-03-11, David Magnussonsalen (U31), Frescati Hagväg 8, Stockholm, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.

Available from: 2016-02-17 Created: 2016-01-21 Last updated: 2017-02-20Bibliographically approved

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