6533b85bfe1ef96bd12bb4e8
RESEARCH PRODUCT
Recording Support Measures in the Sequential Pedagogical Documents of Children With Special Education Needs
Noora HeiskanenTanja VehkakoskiMaarit Alasuutarisubject
Early childhood educationpäiväkoditassessmentinstructionSpecial educationDocumentationDevelopmental and Educational Psychologyerityiskasvatuspreschoolers0501 psychology and cognitive sciencesCurriculumspecial educationearly elementaryMedical educationkindergarteners05 social sciences050301 educationcurriculaPsychiatry and Mental healthesikouluPediatrics Perinatology and Child HealthPsychology0503 educationarviointi050104 developmental & child psychologyQualitative researchopetussuunnitelmatqualitative methodsdescription
This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education and care to preprimary education. According to the previous research, the role of pedagogical work is largely disregarded in these documents, which typically focus on describing children’s challenges instead of support measures. In this study, the sequential pedagogical documents ( N = 257) of 64 Finnish children were studied for approximately 3 to 6 years, and the data were analyzed by investigating the textual and content-related coherence, as well as the linguistic precision, of the descriptions of support. Consequently, four chronological patterns of describing and developing the support measures—missing, repetitious, disorganized, and explicit—were introduced, and the study results emphasize the importance of the specificity and continuity of documentation.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-06-25 |