Working from a distance? A study of Special Educational Needs in Swedish preschools

The study aims to increase knowledge about the role, tasks and perceptions of special needs teachers in kindergartens. The research questions are:

1. What tasks do special education teachers see as being key to their professional role in kindergarten, and how do they see their own ability to influence their colleagues’ views on children’s challenges?
2. What reasons do special education teachers give for having furthered their education in order to become special education teachers?
3. What perceptions do special education teachers have about the reasons why some children struggle in kindergarten?

The results show that special education teachers mainly spend time on consultation, counselling and professional dialogue. Considerable time is also spent on documentation and individual teaching. When the special education teachers were asked why they chose to further their education in order to become special education teachers, the majority answered that the opportunity for personal development was the most important motivation. Many also said that they wanted to help children in difficult situations or prevent problems in school. The special education teachers believe that the reason why many kindergarten children struggle is that kindergartens are not prepared to deal with differences that exist between the children.

The sample consists of 523 special education teachers who worked in Swedish kindergartens in 2012. The informants answered a questionnaire that was distributed to all special education teachers who qualified between 2001 and 2008.

Gäreskog, P. & Lindqvist, G. (2020). «Working from a distance? A study of Special Educational Needs in Swedish preschools». Nordic Studies in Education, 40(1), 55-78.