Values and Needs of Children with and without Special Educational Needs in Early School Years: A Study of Young Children's Views on What Matters to Them

Autor/inn/en	Lundqvist, Johanna; Westling Allodi, Mara; Siljehag, Eva
Titel	Values and Needs of Children with and without Special Educational Needs in Early School Years: A Study of Young Children's Views on What Matters to Them
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 6, S.951-967 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1466360
Schlagwörter	Childhood Needs; Childrens Attitudes; Young Children; Value Judgment; Special Needs Students; Special Education; Foreign Countries; Childrens Art; Child Development; Child Welfare; Educational Experience; Early Childhood Education; Preschools; Recreational Facilities; Grade 1; Leisure Time; Intellectual Disability; Sweden + Suchen Sie Ihr Suchwort? Childhood; needs; Kindheit; Bedürfnis; Frühe Kindheit; Werturteil; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Kindesentwicklung; Kindeswohl; Bildungserfahrung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Freizeiteinrichtung; School year 01; 1. Schuljahr; Schuljahr 01; Freizeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Schweden
Abstract	Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children's points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children's views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01