The Educational Context in Expert Assessments. A Study of Special Education Documents of Children in ECEC Institutions

Autor/in	Franck, Karianne
Titel	The Educational Context in Expert Assessments. A Study of Special Education Documents of Children in ECEC Institutions
Quelle	In: European Journal of Special Needs Education, 37 (2022) 5, S.819-833 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Franck, Karianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1954346
Schlagwörter	Foreign Countries; Special Education; Students with Disabilities; Early Childhood Education; Preschool Children; Reports; Student Needs; Inclusion; Disclosure; Student Characteristics; Educational Environment; Resources; Educational Practices; Program Evaluation; Norway + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abschlussbericht; Berichten; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Betriebsmittel; Hilfsmittel; Bildungspraxis; Programme evaluation; Programmevaluation; Norwegen
Abstract	The aim of this study was to critically examine how expert assessment documents describe and assess the early childhood education and care (ECEC) context in reports about a child's need for special educational support. Adhering to a shift towards inclusive education, the focus is on how educational-psychological services assess, or fail to assess for, potential shortcomings in the educational environment. The study is based on in-depth document-analysis of 23 expert assessments of children with 1-10 weekly hours of special educational support in various ECEC institutions in Norway. The analysis outlines five different ways in which expert assessments refer to the educational context: from concealing, separating, situating the child in, accentuating, to critically assessing the ECEC context. The results illustrate how assessments at times refer to the ECEC context in, for example, descriptions of a child's behaviour during routine activities or providing information about the institutions organisational qualities and practices. However, the documents hardly ever discuss potential shortcomings of the ECEC context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01