Special Education in Norwegian Early Childhood Education and Care: A Document Analysis of Special Education Assistance Provided to Children with Language Disorders

Autor/inn/en	Joner, Maya Dybvig; Reikerås, Elin; Alvestad, Marit
Titel	Special Education in Norwegian Early Childhood Education and Care: A Document Analysis of Special Education Assistance Provided to Children with Language Disorders
Quelle	In: European Journal of Special Needs Education, 38 (2023) 5, S.659-672 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2148602
Schlagwörter	Special Education; Foreign Countries; Early Childhood Education; Child Care; Content Analysis; Language Impairments; Language Acquisition; Intervention; Native Language Instruction; Norway + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Inhaltsanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Native language education; Muttersprachlicher Unterricht; Norwegen
Abstract	This study aims to investigate the characteristics of special educational assistance provided to children with language disorders (LDs) attending ordinary early childhood education and care institutions (ECECs) in Norway, with a focus on objectives for language development and language interventions. An in-depth document analysis of 71 pedagogical documents, such as expert assessments and individual development plans (IDPs), pertaining to four children with LDs was conducted. These documents play a large part in the documentation of the special education provision and were analysed and categorised in line with a hermeneutical approach. The findings show that the objectives and the language interventions recommended by the Educational Psychological Service (EPS) in the expert assessments are general or missing, and the language interventions recommended were seldom tailored to the children's LDs. This propagates further among the IDPs. The findings further suggest a division in the responsibilities between the different institutions, with the result that the provision given to the children appears fragmented. Finally, the analysed documents reveal a variation in the quality recommended in special education assistance, which implies a need for improvement in both organisation and competence at ECECs and EPS, to be able to provide an integrated practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01