Putting Preschool Inclusion into Practice: A Case Study

Autor/in	Lundqvist, Johanna
Titel	Putting Preschool Inclusion into Practice: A Case Study
Quelle	In: European Journal of Special Needs Education, 38 (2023) 1, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lundqvist, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2031096
Schlagwörter	Preschool Education; Inclusion; Students with Disabilities; Preschool Teachers; Preschool Children; Educational Practices; Foreign Countries; Program Implementation; Educational Environment; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Bildungspraxis; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schweden
Abstract	At a time when inclusion is valued, an important question is how it can be put into practice. This study investigates how one Swedish preschool and one of its units achieve inclusion. It adopted a mixed method research approach and a case study design. Participating in the study were one head teacher, five preschool staff members and five children with attachment difficulties/an attachment disorder. The data were collected by way of structured and semi-structured observations, a focus group interview and one retrospective interview. Thematic and statistical data analyses as well as pattern-matching were conducted. The study shows that preschool inclusion was achieved by means of a new unit, a specialised organisational typology, full inclusion, a two-tiered system of integrated support, a shared vision, high expectations of all children, positive attitudes, qualified staff, staff support and sufficient funding as well as a set of factors and inclusive practices that were implemented to a high level of quality (nearly excellent; m = 6 on a 7-point Likert Scale). The pattern of the results, with two exceptions, supports the predicted pattern with a basis in previous studies and frameworks. The study answers the question and can form a basis for interesting discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01