Why we need a concept to describe collaborative support instead of labelling children as demanding: perspectives from Finland
Author:
Affiliation:
1. Department of Special Needs Education, University of Oslo, Oslo, Norway
2. School of Educational Sciences and Psychology, University Eastern Finland, Joensuu, Finland
Publisher
Informa UK Limited
Subject
General Social Sciences,General Health Professions,Health (social science)
Link
https://www.tandfonline.com/doi/pdf/10.1080/09687599.2023.2295801
Reference15 articles.
1. Vaativa Erityinen Tuki Perusopetuksessa” [Demanding Special Support in Basic Education. Examining the Concept by Educational Design Research];Äikäs A.;NMI-Bulletin,2022
2. Approaches to collaboration and support in early childhood education and care in Finland: professionals’ narratives
3. Kohti inklusiivista varhaiskasvatusta sekä esi- ja perusopetusta.” [Towards Inclusive ECEC and Pre-Primary and Basic Education. The Right to learn - Final Report of the Working Group Preparing Measures to Promote Learning Support, Child Support and Inclusion in ECEC and Pre-Primary and Basic Education];Alila K.;Finnish Ministry of Education and Culture,2022
4. A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education
5. Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents
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