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Trifonova, Maria Petrova – European Journal of Special Needs Education, 2023
A high-quality pre-school education will improve the well-being of all children, especially those with special needs for support, will enhance their development, with respect of diversity and dignity. The article presents the results of an exploratory study on those aspects of the quality of pre-school education that are important for implementing…
Descriptors: Educational Quality, Inclusion, Language Acquisition, Foreign Countries
Lundqvist, Johanna – European Journal of Special Needs Education, 2023
At a time when inclusion is valued, an important question is how it can be put into practice. This study investigates how one Swedish preschool and one of its units achieve inclusion. It adopted a mixed method research approach and a case study design. Participating in the study were one head teacher, five preschool staff members and five children…
Descriptors: Preschool Education, Inclusion, Students with Disabilities, Preschool Teachers
Quenzer-Alfred, Carolin; Schneider, Lisa; Soyka, Vivien; Harbrecht, Maxi; Blume, Vera; Mays, Daniel – European Journal of Special Needs Education, 2021
The early educational support of basic school skills during nursery can have a positive impact on a successful transition into primary school and future school success and achievement -- especially for in this context low-performing children. Therefore, most German nurseries developed additional concepts to support the acquisition of basic school…
Descriptors: Foreign Countries, Preschool Education, School Readiness, COVID-19
Aunio, Pirjo; Mononen, Riikka – European Journal of Special Needs Education, 2018
The aim of this study was to determine the effects of an educational computer game, Lola's World, on low-performing children's early numeracy skills. Four preschools with 33 children from families of low socio-economic status (M[subscript age] = 5.5 years) took part in this study. Of the 33 children, 23 were split randomly into two groups: an…
Descriptors: Educational Games, Computer Games, Instructional Effectiveness, Preschool Children
Hanssen, Natallia Bahdanovich – European Journal of Special Needs Education, 2018
The present study focuses on exploring the relationships of preschool staff and children with language difficulties in Norwegian and Belarusian contexts. A qualitative case design was used, and data were gathered through video observations and video-based conversations. Through different approaches--narrative analysis and analysis of…
Descriptors: Foreign Countries, Preschool Children, Preschool Teachers, Teacher Student Relationship
Dias, Paulo C.; Cadime, Irene – European Journal of Special Needs Education, 2016
Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers' attitudes towards inclusive education in preschool education in Portugal and to identify teachers' personal and professional variables that influence these attitudes. The data were…
Descriptors: Foreign Countries, Inclusion, Teacher Attitudes, Attitudes toward Disabilities
Lundqvist, Johanna; Westling, Mara Allodi; Siljehag, Eva – European Journal of Special Needs Education, 2016
In Sweden, preschool inclusion is embraced and preschools are open for children both with and without special educational needs. The purpose of this study was to examine the characteristics of a number of preschool units in Sweden that provide education and care to children with special educational needs with regard to organisation, resources and…
Descriptors: Foreign Countries, Preschool Children, Preschool Teachers, Preschool Education
Nislin, Mari A.; Sajaniemi, Nina K.; Sims, Margaret; Suhonen, Eira; Maldonado Montero, Enrique F.; Hirvonen, Ari; Hyttinen, Sirpa – European Journal of Special Needs Education, 2016
The aim of this study was to investigate the relationship between early childhood professionals' (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Preschool Teachers
Rakap, Salih – European Journal of Special Needs Education, 2015
Individualised education programmes (IEPs) are the road maps for individualising services for children with disabilities, specifically through the development of high-quality child goals/objectives. High-quality IEP goals/objectives that are developed based on a comprehensive assessment of child functioning and directly connected to intervention…
Descriptors: Foreign Countries, Preschool Children, Disabilities, Individualized Education Programs
Olsson, Ingrid; Roll-Pettersson, Lise – European Journal of Special Needs Education, 2012
Using semi-structured interviews this study investigated the personal experiences of parents of pre-school children with intellectual disabilities within the Swedish social support system. Thirteen parents of 10 children participated. Interview transcripts were qualitatively analysed using interpretative phenomenological analysis. Three themes…
Descriptors: Family Needs, Early Intervention, Mental Retardation, Preschool Children
van Dijken, Marianne J.; Bus, Adriana G.; de Jong, Maria T. – European Journal of Special Needs Education, 2011
The Dutch website Bereslim (http:// www.bereslim.nl) provides digital picture storybooks for three- to seven-year-olds for daily use. The present study investigates whether this new opportunity to enhance linguistic development actively assists preschool children from low- and high-educated families in an equal manner. We looked closely at the…
Descriptors: Preschool Children, Internet, Electronic Publishing, Electronic Learning
Aram, Dorit; Bazelet, Idit; Goldman, Hagit – European Journal of Special Needs Education, 2010
The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents' mediation characteristics and children's early literacy skills. Each of 62 parent-child dyads (32 with ADHD)…
Descriptors: Phonological Awareness, Attention Deficit Hyperactivity Disorder, Young Children, Parents
Angelides, Panayiotis; Constantinou, Clea; Leigh, James – European Journal of Special Needs Education, 2009
A presupposition of inclusive education is that all children have the right to attend the school of their neighbourhood. The implication of this is that schools begin to be organised in ways to provide equal opportunities for teaching and learning of all children. However, to achieve this, it is implied that schools need more teachers or at least…
Descriptors: Inclusive Schools, Paraprofessional School Personnel, Foreign Countries, Educational Environment
Aunio, Pirjo; Hautamaki, Jarkko; Van Luit, Johannes E. H. – European Journal of Special Needs Education, 2005
This study investigated the possibility of enhancing the level of preschoolers number sense by introducing two intervention programmes, "Lets think!" and "Young children with special educational needs count, too!" Forty-five preschoolers, mean age 66.4 months, were randomly assigned to the experimental and control groups. The…
Descriptors: Intervention, Experimental Groups, Educational Needs, Preschool Children