Förskollärares bemötande med barn med funktionsvariationer: ur ett lyssnande perspektiv

Sammanfattning: The purpose of the present study is to, based on preschool teachers' talk about listening to children with functional variations, contribute knowledge about what conditions preschool teachers feel they have in relation to working with children with functional variations and how preschool teachers feel that they create adequate conditions for children with functional variations.  Listening means being sensitive to the children's own initiatives and their way of understanding the world (Åberg & Lenz Taguchi, 2018). The analysis focused on how preschool teachers talked about listening in relation to children with functional variations and conditions linked with that, both the conditions that they felt they received from the principal, but also the conditions they felt that themselves gave to children with functional variations.  The data was collected both via an individual interview and a group-interview, where the participants both discussed three different cases (see appendix 1) and a variety of interview questions (see appendix 2). The interview was carried out in the participant’s home setting, whereas the group interview was conducted via the digital service Zoom Meetings. The result of the study shows how preschool teachers do have an understanding of the importance of an adapted approach toward children with functional-variations. However, that’s not always how it works in practice. Insecurity within one’s special needs education competence can come to affect to what extent it’s implemented in preschool settings.