Uppeldi og menntun - 01.01.2002, Side 32

„ O G E G LIKA?"
ABSTRACT
It has now become common for children with disabilities to attend regular
preschools, as is their right according to the law. General early education and special
education for young children with disabilities shared the same beginnings but have
developed in different directions. Now it seems that the two branches are coming
closer again. Greater emphasis is being placed on approaches in preschools which
include all children, promote their development and give them opportunities to
enjoy and benefit from the preschool experience.
This article describes a qualitative study which looked at the conditions of children
with disabilities in preschools in Reykjavík. The attitudes toward the children varied;
some staff questioned the appropriateness of including children with disabilities in
the preschool while others openly welcomed them and viewed them as equal memb-
ers. The organization of the support provided to children with disabilities varied as
well; in some cases the staff shared the supervision and responsibility of assisting the
children while in other cases caring for them was seen as the sole responsibility of a
single caregiver. The study also found that a variety of teaching approaches were
used in the preschools. Often the approaches were specifically designed to be used
with the children with disabilities but also proved beneficial to other children. Staff
members were often innovative in finding ways of encouraging the children to play
together and interact on an equal basis. These methods aided the children with dis-
abilities in the preschool to be included in the group, in forming friendships and in
strengthening their self-concept.
Elsa Sigríður Jónsdóttir er
lektor við Kennaraháskóla íslands.
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