En för alla, alla för en? - Hur förskollärare resonerar kring arbetet med särskilt stöd

Sammanfattning: The main objective of this study is to explore how preschool teachers describe their experiences of working with children in need of special support. The empirical data used in this qualitative study was reached by conducting phone interviews with seven preschool teachers working in Sweden. Questions were asked about definitions of certain terms, feelings of capability and experiences. Through analysis of the data, the aim is to paint a nuanced image regarding the complexity of a preschool teacher's task of ensuring that every child's need of support is seen to. The theoretical framework used is one composed mainly of positioning theory, with support from and anchoring in other concepts which were considered appropriate given the acquired data. Our analysis show the complex nature of the relationship between the preschool teacher and the concepts used in documents of control, for example the preschool curriculum. Furthermore we find that the broad variations of definitions regarding guiding concepts in such documents, likely provide a hindrance on the road towards equivalence. The respondents, though, described themselves as capable and competent in providing the special support for the children deemed to be in need of such. They argued that a more palpable hindrance in the everyday work with ensuring every child's right to equal opportunities was a lack of organisation with regards to staffing and group sizes. We also found that the respondents perceived a sense of powerlessness regarding their ability to affect this situation. This might lead to the stagnation of standard procedure in a state which is unwanted by the preschool teachers and not in the best interest of children's rights.