A Preschool for All Children? -- Swedish Preschool Teachers' Perspective on Inclusion

Autor/inn/en	Ginner Hau, Hanna; Selenius, Heidi; Björck Åkesson, Eva
Titel	A Preschool for All Children? -- Swedish Preschool Teachers' Perspective on Inclusion
Quelle	In: International Journal of Inclusive Education, 26 (2022) 10, S.973-991 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginner Hau, Hanna) ORCID (Selenius, Heidi) ORCID (Björck Åkesson, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1758805
Schlagwörter	Foreign Countries; Preschool Teachers; Inclusion; Teacher Attitudes; Models; Barriers; Affordances; Early Childhood Education; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Inklusion; Lehrerverhalten; Analogiemodell; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schweden
Abstract	Building on the Salamanca Statement from 1994, the United Nations Sustainability Development Goals 2030 embraces inclusion for children in early childhood education. The European Agency for Special Needs and Inclusive Education in 2015-2017 completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality Inclusive Early Childhood Education (IECE). An ecosystem model of IECE was developed with a self-reflection tool for improving inclusion. This study's aim was to investigate practitioners' perspective on the inclusive processes and supportive structures defined in the ecosystem model, to contribute to a deeper understanding of how inclusive practice might be enabled and how barriers for inclusion can be removed. The self-reflection tool was administered in a heterogeneous municipality in Sweden, where inclusive settings are standard. Documentation from approximately 70 teachers on 27 teams was received. The documentation was analysed with qualitative content analysis based on the ecosystem model. The results showed a strong emphasis on group-related processes, whereas data on individual-related processes were scarce. This one-sided focus on the group level might endanger the inclusive processes and outcomes concerning the individual child. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01