The Paradox of Documentation in Early Childhood Special Education in Finland and Norway: Exploring Discursive Tensions in the Public Debate

The study investigates how children’s right to special needs education support in kindergarten in Finland and Norway is safeguarded through documentation. The purpose is to shed light on some of the tensions that exist in the public debate about the role and nature of the documentation. The research question is: What kind of discursive tensions characterise the public debate on documentation in special needs education work in kindergarten in Finland and Norway?

The study identifies three key discursive tensions related to the role of documentation in special needs education work in kindergarten. Firstly, documentation can both help ensure and impede children’s access to special needs education support. Secondly, there are tensions associated with the documentation of children’s needs, and whether objective expert assessments are required or if closeness to and familiarity with the child are more important. Thirdly, the study reveals tensions related to resource allocation and the efficiency of assigning special educational support.

The study provides a qualitative analysis of the Norwegian Nordahl Report that was prepared by an expert group for children and young people in need of special adaptation, as well as the Finnish government’s legislative proposal related to changes in the Act on Early Childhood Education and Care. In addition, the reports’ associated public consultation documents and policy recommendations were examined. The researchers conducted a discourse analysis to uncover various tensions in the descriptions of the role of documentation and practices related to special needs education work in kindergarten.

Heiskanen, N., & Franck, K. (2023). The Paradox of Documentation in Early Childhood Special Education in Finland and Norway: Exploring Discursive Tensions in the Public Debate. Nordic Studies in Education, 43(2), 164–180.