Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden

The aim of the study is to gain insight into Swedish preschool pedagogues’ conceptualization who work with a special outdoor learning concept, of including children with special needs within their groups. Sweden is a country which is famous for its “education for all” policy, however there is a litt...

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Main Author: Nádasdy, Ramóna
Format: Others
Language:English
Published: Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning 2018
Subjects:
Online Access:http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40432
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spelling ndltd-UPSALLA1-oai-DiVA.org-hj-404322018-06-22T05:52:11ZWorking with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in SwedenengNádasdy, RamónaHögskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning2018outdoor educationoutdoor learningforest pedagogypreschoolearly childhood education and carespecial needsinclusiondisabilityi Ur och SkurSocial SciencesSamhällsvetenskapPedagogical WorkPedagogiskt arbeteThe aim of the study is to gain insight into Swedish preschool pedagogues’ conceptualization who work with a special outdoor learning concept, of including children with special needs within their groups. Sweden is a country which is famous for its “education for all” policy, however there is a little to know about the presence of children with special needs in the preschool setting. Children with special needs often risk being isolated as a result of limitations in the number of activities available for them in school. Although various studies examined both the effect of time spent outdoors, both inclusion’s positive effect on children with special needs. Interviews were conducted with four preschool pedagogues who work in the i Ur och Skur preschool, the outdoor education approach popular in Scandinavia. Sociocultural theory was applied as a conceptual framework for analysis of the interview transcripts. The pedagogues demonstrated to support inclusion of children with special needs in preschool activities. The pedagogues showed more willingness to include children with cognitive impairment or neurodevelopmental disorders, than with physical disabilities. Among their concerns, issues of safety, weather and the outdoor activities potential for highlighting differences in skills and abilities (mostly physical) were mentioned. In order to adapt the settings and practices to be more inclusive for children with special needs, pedagogues proposed including extra personnel to provide assistance. Student thesisinfo:eu-repo/semantics/bachelorThesistexthttp://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40432application/pdfinfo:eu-repo/semantics/openAccess
collection NDLTD
language English
format Others
sources NDLTD
topic outdoor education
outdoor learning
forest pedagogy
preschool
early childhood education and care
special needs
inclusion
disability
i Ur och Skur
Social Sciences
Samhällsvetenskap
Pedagogical Work
Pedagogiskt arbete
spellingShingle outdoor education
outdoor learning
forest pedagogy
preschool
early childhood education and care
special needs
inclusion
disability
i Ur och Skur
Social Sciences
Samhällsvetenskap
Pedagogical Work
Pedagogiskt arbete
Nádasdy, Ramóna
Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden
description The aim of the study is to gain insight into Swedish preschool pedagogues’ conceptualization who work with a special outdoor learning concept, of including children with special needs within their groups. Sweden is a country which is famous for its “education for all” policy, however there is a little to know about the presence of children with special needs in the preschool setting. Children with special needs often risk being isolated as a result of limitations in the number of activities available for them in school. Although various studies examined both the effect of time spent outdoors, both inclusion’s positive effect on children with special needs. Interviews were conducted with four preschool pedagogues who work in the i Ur och Skur preschool, the outdoor education approach popular in Scandinavia. Sociocultural theory was applied as a conceptual framework for analysis of the interview transcripts. The pedagogues demonstrated to support inclusion of children with special needs in preschool activities. The pedagogues showed more willingness to include children with cognitive impairment or neurodevelopmental disorders, than with physical disabilities. Among their concerns, issues of safety, weather and the outdoor activities potential for highlighting differences in skills and abilities (mostly physical) were mentioned. In order to adapt the settings and practices to be more inclusive for children with special needs, pedagogues proposed including extra personnel to provide assistance.
author Nádasdy, Ramóna
author_facet Nádasdy, Ramóna
author_sort Nádasdy, Ramóna
title Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden
title_short Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden
title_full Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden
title_fullStr Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden
title_full_unstemmed Working with Students with Special Needs in Forest Pedagogy : Pedagogues’ Practices in i Ur och Skur preschools in Sweden
title_sort working with students with special needs in forest pedagogy : pedagogues’ practices in i ur och skur preschools in sweden
publisher Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning
publishDate 2018
url http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40432
work_keys_str_mv AT nadasdyramona workingwithstudentswithspecialneedsinforestpedagogypedagoguespracticesiniurochskurpreschoolsinsweden
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