Barn i behov av särskilt stöd : Vad avgör?

Sammanfattning: The objective of the study is to examine preschool-teachers perception of how “special support” differs from support to try to define the educator’s perception of the term special support. My research questions are: how differs special support from support? What does it take for a child to get special support for its needs? How does the assessment work? How interprets the respondent the mission in the curriculum and quote from Skolverkets general advice? I have made a qualitative survey with interviews as my data collection method. The theory which I have used are social constructive theory which permeate my analysis. I have also used two special educational perspectives, individual perspective and relational perspective, in the analysis to make visible how educators and the assessment liable consider children’s difficulties. The result shows that the preschool-teachers interpret the term “special support” differently. What they commonly define as a child in need of special support is that the child needs guidance/ support by a grown up in all situations most part, or all parts of the day. There are varying views of whether there are any differences between special support and support. The preschool-teachers interpret the quotes from the curriculum and Skolverkets general advice a bit differently, where one half felt that Skolverkets formulation more clearly highlighted children’s rights and the other half didn’t think that there was any difference. The result also shows that the educators feel that the economy doesn’t allow that the children to get the support that they need.