Barn i behov av särskilt stöd - pedagogers förhållningssätt, arbetssätt och kunskaper

Sammanfattning: We want to use our aim and questions to examine educators' views on their working methods, attitude and knowledge in relation to children in need of special support in kindergarten. The aim is also to examine how educators consider themselves to be supported in the matter of treating every child on equal terms. Less time and larger groups of children is something that respondents are talking about when it comes to the educational activities in preschool. How are the educators affected in their work with children in need of special support on equal terms in relation to less time and larger groups of children? We have interpreted our materials using special educational perspectives and concepts of normality, deviation and differentiation. To carry out our study and get as rich material as possible, we used semi-structured interviews and questionnaires. Our study group consists of eight respondents with different occupational titles in larger municipalities in Sweden. We found that the teachers in the study believed that all children should be treated equally in preschool but that conditions such as larger groups of children, lack of knowledge and time is something that inhibited them in their work. The educators felt that it was their responsibility to have knowledge about children's needs and find effective methods for all children, but that the conditions inhibited them in their work. Furthermore, they believed that various institutions and special education could be a great support to gain new knowledge, discover new opportunities and new ways of working in a preschool for everybody.