A3 Book section, Chapters in research books
Introduction to Special Education in the Early Years : Policies and Practices Across the Nordic Countries (2022)


Harju-Luukkainen, H., Hanssen, N. B., & Sundqvist, C. (2022). Introduction to Special Education in the Early Years : Policies and Practices Across the Nordic Countries. In H. Harju-Luukkainen, N. B. Hanssen, & C. Sundqvist (Eds.), Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries (pp. 1-9). Springer. International Perspectives on Early Childhood Education and Development, 36. https://doi.org/10.1007/978-3-030-91297-0_1


JYU authors or editors


Publication details

All authors or editorsHarju-Luukkainen, Heidi; Hanssen, Natallia B.; Sundqvist, Christel

Parent publicationSpecial Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries

Parent publication editorsHarju-Luukkainen, Heidi; Hanssen, Natallia B.; Sundqvist, Christel

ISBN978-3-030-91296-3

eISBN978-3-030-91297-0

Journal or seriesInternational Perspectives on Early Childhood Education and Development

ISSN2468-8746

eISSN2468-8754

Publication year2022

Publication date21/04/2022

Number in series36

Pages range1-9

Number of pages in the book285

PublisherSpringer

Place of PublicationCham

Publication countrySwitzerland

Publication languageEnglish

DOIhttps://doi.org/10.1007/978-3-030-91297-0_1

Publication open accessNot open

Publication channel open access


Abstract

Political and social attention to early childhood education and care (ECEC) has increased over the past decade, with many countries undertaking ongoing educational reforms (Garvis et al., 2018). Children’s access to preschool provision has been broadened across the world because policymakers have recognised the benefits of good-quality ECEC on children’s learning and development (OECD, 2012). International studies conducted in OECD-participating countries, have found that children attending ECEC are usually better prepared for primary school and can achieve higher education outcomes (OECD, 2019). Good quality early education, including a high-level special education (SE) support system, helps in school readiness by ensuring that the transition to school is a seamless experience. This seamless experience exists only if quality early education and care are implemented by achieving targets around quality goals and regulations for delivering early education and care (OECD, 2015). Therefore, governments globally are increasingly recognising that good-quality ECEC with high-level special educational supports is critical in developing their country’s social and economic potentials in the future.


Keywordsearly childhood education and carespecial education (upbringing)children with special needsinclusioneducation policy

Free keywordsspecial education; early years; policies; practices


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating2


Last updated on 2024-03-04 at 17:27