How early childhood inclusion can be achieved: literature reviews which address the perceived challenges of preschool staff.
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| Title: | How early childhood inclusion can be achieved: literature reviews which address the perceived challenges of preschool staff. |
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| Authors: | Lundqvist, Johanna1 (AUTHOR) johanna.lundqvist@mdu.se |
| Source: | Scandinavian Journal of Educational Research. Jun2026, Vol. 70 Issue 4, p844-861. 18p. |
| Subject Terms: | *Inclusive education, *Support services (Education), *Evidence-based policy, *Early childhood educators, Inclusion (Disability rights) |
| Abstract: | The aim is to investigate what challenges preschool staff may face when they put preschool inclusion into practice and to locate, present and synthesise recommended evidence-based ways of overcoming these challenges. Eight focus group interviews with preschool staff members from the same number of preschool units were conducted to identify the challenges. In addition, scoping reviews were carried out. The focus group interviews revealed ten challenges. Three examples are to support children's communication, to monitor and evaluate preschool inclusion and to decrease the need and implementation of segregated support and therapy. The reviews come up with possible ways to overcome these challenges. At a time when inclusion is a right, an international statement and a worldwide Goal, the results form the basis for interesting discussions, and professional development, which may enable the creation of preschools that are inclusive from the very beginning and encourage important improvement efforts in practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The aim is to investigate what challenges preschool staff may face when they put preschool inclusion into practice and to locate, present and synthesise recommended evidence-based ways of overcoming these challenges. Eight focus group interviews with preschool staff members from the same number of preschool units were conducted to identify the challenges. In addition, scoping reviews were carried out. The focus group interviews revealed ten challenges. Three examples are to support children's communication, to monitor and evaluate preschool inclusion and to decrease the need and implementation of segregated support and therapy. The reviews come up with possible ways to overcome these challenges. At a time when inclusion is a right, an international statement and a worldwide Goal, the results form the basis for interesting discussions, and professional development, which may enable the creation of preschools that are inclusive from the very beginning and encourage important improvement efforts in practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2516441 |
