Specialpedagogens roll i förskolan – förskollärares beskrivningar av arbetsfördelning, anspråk och förhandlingar

The study aims to develop knowledge about the role of special needs teachers in kindergarten seen from the perspective of kindergarten teachers. The researchers investigate how kindergarten teachers describe the division of labour, jurisdiction requirements, and negotiations that arise around professional tasks. The research question is: How do kindergarten teachers describe the role of special needs teachers in kindergarten work?

The results show that kindergarten teachers look at special needs teachers primarily in three roles: as supervisors, observers, and advisors. As supervisors, special needs teachers are valued for providing an external perspective and confirmation of the kindergarten teachers’ work. As observers, special needs teachers focus both on individual children and on the general activities taking place in kindergarten. As advisors, special needs teachers provide guidance to both staff and parents, and help meet the needs of children who require special support. These roles highlight the complex dynamics between kindergarten teachers and special needs teachers, involving ongoing negotiations on the distribution of professional responsibilities.

The data consist of qualitative interviews with 15 kindergarten teachers. The interviews were analysed using a conventional content analysis, focusing on how kindergarten teachers perceive the role of special needs teachers in daily work, especially in relation to children who need special support.

Gäreskog, P., & Lindqvist, G. (2022). Specialpedagogens roll i förskolan – förskollärares beskrivningar av arbetsfördelning, anspråk och förhandlingar. Nordisk barnehageforskning, 19(1), 61–81.