Inkludering och arbetet med särskilt stöd i förskolan

The study explores how special needs education support is designed in Swedish kindergartens for children who are considered to need such support. The research question is: How do kindergarten educators describe the design of the special needs education support in their organisation?

The study shows that the kindergarten teachers adapt activities to meet children’s needs in different ways. The researchers identified key topics in the special needs education support based on the teachers’ descriptions. It includes specially adapted activities that cater to the children’s unique needs, either through modification of the content or by focusing on the skills the children need to develop. Emphasis is also placed on creating an adapted learning environment, both through structure and through the use of support materials. Staff initiatives such as the use of additional teachers and guidance can also be an important part of the special needs education support in kindergartens.

The researchers used semi-structured interviews as a data collection method. In total, 15 interviews were conducted, with a duration of between 45 and 60 minutes each. The aim of the interviews was to gain insight into the kindergarten teachers’ experiences and descriptions related to their special needs education work. To recruit participants, researchers contacted kindergarten managers via email. These managers then forwarded the request to relevant kindergarten teachers. The sample consisted of 15 kindergarten teachers with varying experience, carefully selected by the researchers to ensure that the participants’ background and expertise could contribute to answering the study’s research questions.

Gäreskog, P. (2023). Inkludering och arbetet med särskilt stöd i förskolan. Barn – forskning om barn og barndom i Norden, 41(4), 148–166.