A preschool for all children? – Swedish preschool teachers’ perspective on inclusion

The study investigates kindergarten teachers’ perspectives on the inclusion process of children in kindergarten and support structures for this within the framework of an ecosystem model. The aim of the study is to contribute deeper insight into how inclusion practices can be adopted and how inclusion barriers can be removed. The research questions are: (1) How are the ecosystem model’s inclusion processes and internal support structures manifested in everyday kindergarten practices seen from the perspective of kindergarten teachers in Swedish inclusive settings? (2) What type of opportunity-promoting processes and inclusion barriers are in play seen from the perspective of kindergarten teachers in Swedish inclusive settings? (3) How can the findings related to inclusion be understood in relation to support structures at a local level and at a national (Swedish) level?

The study concludes that Swedish kindergartens have the same high ambitions for inclusion as Swedish kindergarten authorities. However, the kindergartens lack systematic methods for documenting, analysing, following up and evaluating the needs of individual children.

Using a data collection tool specifically developed for self-reflection (EASNIE), data from approximately 70 kindergarten teachers in an urban area in Sweden were collected. A content analysis of the data was then conducted.

Hau, H. G., Selenius, H. & Åkesson, E. B. (2020). “A preschool for all children? – Swedish preschool teachers’ perspective on inclusion”. International Journal of Inclusive Education, 26(10):973-991.