Specialpedagogiska samverkansprocesser i förskolan : En metodkombinerad studie utifrån förskollärares perspektiv i relation till styrdokument och yrkesprofession.

Sammanfattning: This study is about how preschool teachers perceive special educational collaboration processes in relation to governing documents. The purpose of the study is to make visible and gain an increased knowledge of how preschool teachers perceive collaboration with special educators around children in need of special support, and how they perceive guidelines about this in the preschool's governing document. According to the Education Act (2010: 800) and the curriculum (2018), children who temporarily or permanently need more stimulation or support should receive this based on their conditions and needs to develop as far as possible in preschool education. Based on the fact that the concepts of special education and special educator are nevertheless not described or mentioned in the curriculum, it is considered that different ideas and interpretations about the special educational collaboration process around children in need of special support may arise in professional preschool teachers. Based on a qualitative method approach combined with a quantitative method approach, interviews and questionnaires have been the methods for collecting the study's empirical material. Phenomenography has been the study's theoretical starting point where a visualization of preschool teachers' perceptions of special educational collaboration has been in focus. Based on a phenomenographic and a univariate analysis of the empirical material, a result is presented that shows that preschool teachers 'perceptions and conditions for collaboration with special educators vary and guidelines in governing documents are often perceived as unclear, which affects preschool teachers' ability to perform their professional mission towards creating an equal preschool where all children have their needs met.