Higher Educational Policy Influence on the SEN Competence of Early Childhood Teachers in Norway

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Strategies for Effective Early Childhood Education and Special Education

Abstract

The lack of qualified professionals in Norway’s early childhood education and care (ECEC) sector puts the inclusion and learning of young children with special educational needs (SEN) at risk. Researchers propose that education fails to prepare teachers to work with young children with SEN. This study investigates how policy documents contribute to forming teaching practices related to SEN topics in early childhood teacher education. The method used is document analysis, and theory of practice architecture presents the theoretical approach. Results show that policy documents lack a clear concept of SEN, and the terms are vague and inconsistently used. These conditions fail to provide ECEC teachers with the competence they need to meet the requirements in the “inclusion for all” mandate.

Authors

• Kathrin Olsen, Nord University

• Natallia Bahdanovich Hanssen, Nord University