Special Education in the Early Years
Perspectives on Policy and Practice in the Nordic Countries
Series: International Perspectives on Early Childhood Education and Development; 36;
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Product details:
- Edition number 1st ed. 2022
- Publisher Springer International Publishing
- Date of Publication 23 April 2022
- Number of Volumes 1 pieces, Book
- ISBN 9783030912963
- Binding Hardback
- No. of pages285 pages
- Size 235x155 mm
- Weight 672 g
- Language English
- Illustrations XII, 285 p. 1 illus. Illustrations, black & white 256
Categories
Long description:
This book explores policies and practices in special education in the early years, highlighting shared enablers and barriers. It examines research, policies and practices from different Nordic countries and discusses the theory and empirical data underlying the research. It looks at specific issues including gifted children, social inequality and exclusion, teaching children with autism, inclusive practice, language and emotions. The book offers critical perspectives, highlights potential developmental objects and gives recommendations for further research as well as policy and practice. The book features many aspects of the so-called Nordic model - the economic and social policies common to the Nordic Countries: Denmark, Finland, Norway and Sweden. The findings provide important insights into the Nordic model and advance the understanding of relevant issues facing the Nordic countries.
Table of Contents:
Chapter 1 Introduction to Special Education in the Early Years—Policies and Practices across the Nordic Countries.- Part I: Policy Perspectives.- Chapter 2 Early Childhood Special Education in Finland.- Chapter 3 Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools.- Chapter 4 Implicit and Inclusive Early Education for Gifted Children Swedish Policy and International Possibilities.- Chapter 5 Gaps in Care—(E)Quality Ecec in Nordic Early Childhoods.- Chapter 6 Autism and Young Children in Sweden.- Chapter 7. Swedish Early Childhood Preservice Teachers and Inclusive Education.- Part Ii: Practice Perspectives.- Chapter 8. Developing Inclusive Learning Environments – When Collaboration is (Not) The Answer.- Chapter 9. How do Children Describe Learning Self-Regulation Skills in the Kids’ Skills Intervention?.- Chapter 10. Experiences of Educational Support for Mathematical High-Ability Children in Finland. A Netnography of Parental Perspective from Ece to the School Context.- Chapter 11. A Survey of the Views of Graduates of Early Childhood Teacher Education in Norway on Special Needs Education.- Chapter 12. Inclusive Practices in Early Childhood Education in Norway.- Chapter 13. Late Talkers and Language Learning in Norwegian Ececs for Children under Three.- Chapter 14. Finger Patterns as Tools for Learning the Basic Meaning of Numbers.- Chapter 15. Support of Language and Communication in Swedish Preschools.- Chapter 16. Communities of Practice: A Model for Professional Development in Early Childhood Education and Care to Support Children with Communication Barriers?.- Chapter 17. Teacher Perceptions of Language Challenges among Children in Three Different Language-Medium Settings in Finland.- Chapter 18. Behind the Practice: Finnish Early Childhood Education and Care Professionals’ Perceptions and Beliefs Concerning Children in Need of Social and Emotional Support.- Chapter 19. Special Education in the Early Years: Summary andOutlook.
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