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Preschool children in need of special support: prevalence of traditional disability categories and functional difficulties
Örebro University, School of Law, Psychology and Social Work. Malardalen Univ, Sch Sustainable Dev Soc & Technol, S-72123 Vasteras, Sweden; Jonkoping Univ, Res Program CHILD, Jonkoping, Sweden.
Jonkoping Univ, Jonkoping, Sweden.
2010 (English)In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 99, no 1, p. 131-134Article in journal (Refereed) Published
Abstract [en]

Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1-6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context. Method: Survey distributed to (N = 1138) preschools in two Swedish counties. Results: The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers. Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.

Place, publisher, year, edition, pages
2010. Vol. 99, no 1, p. 131-134
Keyword [en]
Disability categories, Functional approach, Point prevalence, Preschool children, Special support
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-15393DOI: 10.1111/j.1651-2227.2009.01494.xISI: 000272565800032OAI: oai:DiVA.org:oru-15393DiVA, id: diva2:413138
Available from: 2011-04-27 Created: 2011-04-27 Last updated: 2017-12-11Bibliographically approved
In thesis
1. The applicability of a functional approach to social competence in preschool children in need of special support
Open this publication in new window or tab >>The applicability of a functional approach to social competence in preschool children in need of special support
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of the thesis, with four empirical studies, was to test the applicability of a functional approach in investigating social competence of children in need of special support within the preschool context. The main theoretical framework was systems theory. Study I and II investigated preschool teachers’ definitions of children in need of special support and social competence respectively. Study III was a prevalence study investigating the number of children in need of special support based on traditional disability categories and functional difficulties. In study IV the social competence of children perceived to be in need of special support based on traditional categories and functional difficulties was compared using an observational method. The results in study I showed that teachers adopt either a child perspective or an organizational perspective in defining children in need of special support. The child perspective was related to a greater number of children in need of special support in the preschools, indicating that in preschools with several children in need of special support, teachers are more prone on seeing the needs of individual children, as opposed to the needs of the organisation. Study II found that teachers define social competence in young children in terms of intrapersonal skills, or as interpersonal relations. Study III found that the majority of children in need of special support are undiagnosed children with functional difficulties related to speech- and language and peer interaction. Study IV found similar profiles of social competence between diagnosed children and undiagnosed children perceived to be in need of special support. Overall, the results yielded support for adopting a functional approach in studying the social competence of children in need of special support.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2010. p. 92
Series
Örebro Studies in Psychology, ISSN 1651-1328 ; 18
Keyword
Children in need of special support, disability, functional approach, preschool, systems theory
National Category
Psychology Social Sciences Social Sciences
Research subject
Psychology
Identifiers
urn:nbn:se:oru:diva-9014 (URN)978-91-7668-710-9 (ISBN)
Public defence
2010-01-29, Omega, Mälardalens högskola, Högskoleplan 1, Västerås, 13:00 (Swedish)
Opponent
Supervisors
Projects
Pedagogisk verksamhet för små barn i behov av särskilt stöd i förskolan- generellt och specifikt, PEGS
Available from: 2010-01-05 Created: 2010-01-05 Last updated: 2017-10-18Bibliographically approved

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Lillvist, Anne

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