Defining the use of special educational needs documentation-positionings of preschool principals

The study investigates how kindergarten coordinators in Sweden perceive and manage special educational needs documentation (SEN documentation) as part of their work. The research focuses on how documentation is used and the reflections of coordinators regarding their role in the implementation and evaluation of this practice. The research question is: How do kindergarten coordinators position themselves in relation to the purpose of special educational needs documentation, and what do they perceive as its main value for kindergarten as a learning organisation?

The study identifies three main positions among kindergarten coordinators in relation to special educational needs documentation: Opponents, who prioritise practical adjustments over written processes; Accepting, who view documentation as an administrative tool for structure and collaboration; and Enthusiastic, who use documentation as a resource for reflection and learning. These positions reflect the coordinators’ different perceptions about the purpose and value of the documentation, as well as how it can support both children’s needs and the organisation’s development.

Data were collected using semi-structured interviews with ten kindergarten coordinators from different municipalities in northern Sweden. The sample included coordinators with experience working with special educational needs documentation. The interviews were transcribed and analysed using thematic analysis to identify key themes and positions. The analysis process also involved a combination of inductive and deductive approaches.

Vretblom, H. (2023). Defining the use of special educational needs documentation-positionings of preschool principals. Education Inquiry, 1–20.