Recording Support Measures in the Sequential Pedagogical Documents of Children with Special Education Needs

Autor/inn/en	Heiskanen, Noora; Alasuutari, Maarit; Vehkakoski, Tanja
Titel	Recording Support Measures in the Sequential Pedagogical Documents of Children with Special Education Needs
Quelle	In: Journal of Early Intervention, 41 (2019) 4, S.321-339 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heiskanen, Noora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815119854997
Schlagwörter	Special Needs Students; Special Education; Kindergarten; Preschool Children; Individualized Education Programs; Preschool Curriculum; Curriculum Evaluation; Foreign Countries; Early Childhood Education; Documentation; Sequential Approach; Finland + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individualized education program; Individualisierendes Lernen; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Dokumentation; Schrittfolge; Finnland
Abstract	This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education and care to preprimary education. According to the previous research, the role of pedagogical work is largely disregarded in these documents, which typically focus on describing children's challenges instead of support measures. In this study, the sequential pedagogical documents (N = 257) of 64 Finnish children were studied for approximately 3 to 6 years, and the data were analyzed by investigating the textual and content-related coherence, as well as the linguistic precision, of the descriptions of support. Consequently, four chronological patterns of describing and developing the support measures--missing, repetitious, disorganized, and explicit--were introduced, and the study results emphasize the importance of the specificity and continuity of documentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01