Early childhood teachers’ perspectives on supporting children with special needs in Norwegian early childhood education and care

Abstract

Early childhood teachers’ (ECTs) increased responsibilities in providing special educational support have made their role complex. Particularly, there seem to be uncertainties about who is to provide special education, as usually in Norwegian early childhood education and care (ECEC), this is often considered to be the responsibility of the special teacher. Despite the recognition that ECTs face challenges, research specifically focusing on how they view their work with children with special needs is scarce. The aim of this study was to examine ECTs’ perspectives on supporting children with special needs in ECEC. The study involved semi-structured interviews with five ECTs. A qualitative analysis of the extensive interview data produced eight dimensions, divided into three thematic categories: (1) work during times of turmoil, (2) understanding of children’s special needs and (3) aspirations for collaboration between professionals. We were interested in hearing what ECTs had to say, and our research provides encouraging findings to further investigate their role in supporting children with special needs, especially when considering the current ‘chaotic’ circumstances in ECEC and the unclear professional responsibilities in providing this support. Important practical implications are also given.

Keywords

• early childhood education teachers
• special education
• support
• professional role