Purpose
The study focuses on inclusion practices in kindergartens. It explores methods used for realising inclusion, how support for children with disabilities is offered, and the quality of these inclusion efforts. The research questions are: 1. In what ways is inclusion implemented in kindergarten units? 2. What types of integrated and segregated support are given to children with disabilities in kindergarten units? 3. What is the quality of inclusion practices in kindergarten units?
Result
The results indicate that good inclusion in kindergartens can be realised both in specialised and holistic units, as well as in fully and partially inclusive units. However, ensuring high-quality inclusion can be challenging for children with autism spectrum disorder and vision impairment, especially in units with a low degree of inclusion.
Design
The data material consists of observations and focus group interviews with 25 employees and 14 children aged three to five years old with various disabilities from six inclusive kindergartens in Sweden.
References
Lundqvist, J. (2021). “Ways to implement preschool inclusion: A multiple-case study”. International Journal of Educational Research Open, 2:100097.
Financed by
The Swedish Research Council of for Health, Working Life and Welfare, Sweden