Research shows that preschool teachers lack knowledge about how the goals for an inclusive education of children with special needs are to be achieved in practice. The aim of this study is to show how preschool teachers work with the inclusion of children with special needs, despite the lack of specific guidelines regarding how the preschool should work with inclusion. To answer the study's purpose and questions, a qualitative thematic analysis method has been used. We have analyzed the collected material from six interviews with preschool teachers from different preschools and municipalities in Sweden. The result shows that the preschool teachers support and include children with special needs by using different tools such as visual aids (for example, signs with pictures and text), as well as learning tablets. The interview shows that all preschool teachers agree that the concept of inclusion means adapting activities to create opportunities for all children to be able to participate. It also emerged that all preschool teachers agree that children with special needs generally require more support than children without special needs.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-192626 |
| Date | January 2020 |
| Creators | Kaffoshy, Ninwe, Alyadko, Marlen |
| Publisher | Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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