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- Lillvist, Anne
(författare)
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Observations of social competence of children in need of special support based on traditional disability categories versus a functional approach
- 2010
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Ingår i: Early Child Development and Care. - 0300-4430. ; 180:9, s. 1129-1142
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Tidskriftsartikel (refereegranskat)abstract
- Background: Traditional disability categories may reveal little of the functional characteristics and social competence of a child. Objective: To compare the social competence of typically developing children, children with established disabilities and undiagnosed children identified by a functional approach to be in need of special support. Methods: Observations were conducted during free play using the Child Observation in Preschools, COP. Results: The variables positive emotion, social emotional warmth, teacher rated engagement and verbal to other children significantly discriminated the three groups. In a discriminant analysis based on group membership only 68% of all cases were correctly classified. Conclusions: Difficulties in classifying undiagnosed children in need of special support and children with established disabilities leads to the question of the fruitfulness of using traditional categories when assessing social competence. Instead a functional approach sensitive to the individual profile of each child is recommended.
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- Lillvist, Anne, et al.
(författare)
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Preschool children in need of special support : prevalence of traditional disability categories and functional difficulties
- 2010
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Ingår i: Acta Paediatrica. - 0803-5253. ; 99:1, s. 131-134
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1-6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context. Method: Survey distributed to (N = 1138) preschools in two Swedish counties. Results: The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers. Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.
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- Sandberg, Anette, et al.
(författare)
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"Special Support" in preschools in Sweden : preschool staff's definition of the construct
- 2010
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Ingår i: International journal of disability, development and education. - 1034-912X. ; 57:1, s. 43-57
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the definitions of the construct oyoung children in need of special supporto given by preschool staff in Sweden in 540 preschool units. The study has a mixed-methods design based on qualitative analysis of an open-ended question and quantitative analysis of questionnaire responses. The results reveal two general perspectives in definitions of the construct, a child perspective and an organisational perspective. Units with a child perspective had a higher proportion of children in need of special support, especially girls. The study highlights that the term ochildren in need of special supporto is partially socially constructed and is partially based on perceived child characteristics. The perceptions of what is considered to be a child in need of special support held by staff in a unit may impact on the services provided to children in need of special support.
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