Using the Theory of Practice Architectures to Articulate Special Educational Needs Practices in Belarusian and Norwegian Preschools

Autor/in	Bahdanovich Hanssen, Natallia
Titel	Using the Theory of Practice Architectures to Articulate Special Educational Needs Practices in Belarusian and Norwegian Preschools
Quelle	In: European Journal of Special Needs Education, 35 (2020) 2, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahdanovich Hanssen, Natallia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1643149
Schlagwörter	Foreign Countries; Special Education; Educational Needs; Comparative Education; Developmental Disabilities; Language Impairments; Preschool Children; Educational Practices; Teaching Methods; Teacher Student Relationship; Language Usage; Physical Environment; Belarus; Norway + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf; Vergleichende Erziehungswissenschaft; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Natürliche Umwelt; Norwegen
Abstract	The present study explores special educational needs (SEN) practices for children with a developmental language disorder (DLD) in Belarus and Norway. The theory of practice architectures is used to portray a comprehensive picture of the SEN practices employed in the studied countries. Drawing on empirical data, the results of the research were analysed through the theoretical lens of practice architectures, which placed the results into three categories: "sayings," "doings" and "relatings." In this way, the SEN practices in Belarus and Norway are demonstrated and compared. The results show that it may help to consider preparing preschool staff and promoting the dialogue between the stakeholders involved in SEN practices concerning frameworks and improving support for children with DLD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01