Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens
It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is su...
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/43 |
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| author | Trine Andrea Boquist Magnar Ødegård Henri Valtteri Pesonen |
| author_facet | Trine Andrea Boquist Magnar Ødegård Henri Valtteri Pesonen |
| author_sort | Trine Andrea Boquist |
| collection | DOAJ |
| description | It is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research, our study examined pedagogical leaders’ approaches to promoting inclusion of children with autism in kindergartens. The method of empathy-based stories (MEBS) was used to collect stories from 32 participants working in kindergartens. Qualitative analysis of participant produced stories revealed that inclusion of children with autism consisted of two themes: (1) professional framework for inclusion and (2) empathetic approaches to inclusion. The findings provide suggestions for further research and development work related to inclusion of children with ASD in early childhood education. |
| format | Article |
| id | doaj-art-6b2a696fbc004e82851236c572b90e0a |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-6b2a696fbc004e82851236c572b90e0a2025-01-24T13:30:19ZengMDPI AGEducation Sciences2227-71022025-01-011514310.3390/educsci15010043Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian KindergartensTrine Andrea Boquist0Magnar Ødegård1Henri Valtteri Pesonen2Oslo Kommune, 0166 Oslo, NorwayDepartment of Special Needs Education, University of Oslo, 0313 Oslo, NorwayDepartment of Special Needs Education, University of Oslo, 0313 Oslo, NorwayIt is well recognized that Norwegian kindergartens have an important role in ensuring inclusion among all children, but the actual implementation of inclusive practices can vary greatly in early childhood education. Particularly how the inclusion of children with Autism Spectrum Disorder (ASD) is supported in kindergartens has raised concerns, and research focusing on the current circumstances in Norway is scarce. To fill in this gap in research, our study examined pedagogical leaders’ approaches to promoting inclusion of children with autism in kindergartens. The method of empathy-based stories (MEBS) was used to collect stories from 32 participants working in kindergartens. Qualitative analysis of participant produced stories revealed that inclusion of children with autism consisted of two themes: (1) professional framework for inclusion and (2) empathetic approaches to inclusion. The findings provide suggestions for further research and development work related to inclusion of children with ASD in early childhood education.https://www.mdpi.com/2227-7102/15/1/43autism spectrum disorderinclusionearly childhood educationspecial educationmethod of empathy-based storiesqualitative research |
| spellingShingle | Trine Andrea Boquist Magnar Ødegård Henri Valtteri Pesonen Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens Education Sciences autism spectrum disorder inclusion early childhood education special education method of empathy-based stories qualitative research |
| title | Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens |
| title_full | Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens |
| title_fullStr | Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens |
| title_full_unstemmed | Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens |
| title_short | Pedagogical Leaders’ Approaches to Promoting Inclusion of Children with Autism in Norwegian Kindergartens |
| title_sort | pedagogical leaders approaches to promoting inclusion of children with autism in norwegian kindergartens |
| topic | autism spectrum disorder inclusion early childhood education special education method of empathy-based stories qualitative research |
| url | https://www.mdpi.com/2227-7102/15/1/43 |
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