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 editors: Harju-Luukkainen, Heidi; Hanssen, Natallia B.; Sundqvist, Christel

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

Parent publication editors: Harju-Luukkainen, Heidi; Hanssen, Natallia B.; Sundqvist, Christel

ISBN: 978-3-030-91296-3

eISBN: 978-3-030-91297-0

Journal or series: International Perspectives on Early Childhood Education and Development

ISSN: 2468-8746

eISSN: 2468-8754

Publication year: 2022

Publication date: 21/04/2022

Number in series: 36

Pages range: 1-9

Number of pages in the book: 285

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

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

Publication open access: Not 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.

Keywords: early childhood education and care; special education (upbringing); children with special needs; inclusion; education policy

Free keywords: special education; early years; policies; practices

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2