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Preschool children in need of special support: prevalence of traditional disability categories and functional difficulties
Mälardalens högskola, CHILD.
Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work. Jönköping University, School of Education and Communication, HLK, CHILD.ORCID iD: 0000-0001-9597-039X
2010 (English)In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 99, no 1, p. 131-134Article in journal (Refereed) Published
Abstract [en]

Aim: To investigate the prevalence of children who are in need of special support in the total population of children attending preschools (CA 1–6) in two Swedish counties, and the functional problems exhibited by the children in relation to demographical and environmental factors in the preschool context.

Method: Survey distributed to (N = 1138) preschools in two Swedish counties.

Results:The majority of children perceived by preschool teachers and in need of special support were undiagnosed children with functional difficulties related to speech, language and interaction with peers.

Conclusion: Undiagnosed and diagnosed children share the same type of difficulties. Thus, in estimating the prevalence of children in need of special support in a preschool context, traditional disability categories capture only a small proportion of the children experiencing difficulties. Therefore, a functional approach in studies of children in need of special support is recommended.

Place, publisher, year, edition, pages
2010. Vol. 99, no 1, p. 131-134
Keywords [en]
Disability categories, Functional approach, Point prevalence, Preschool children, Special support
Identifiers
URN: urn:nbn:se:hj:diva-11521DOI: 10.1111/j.1651-2227.2009.01494.xOAI: oai:DiVA.org:hj-11521DiVA, id: diva2:290596
Available from: 2010-01-27 Created: 2010-01-27 Last updated: 2017-12-12Bibliographically approved

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Granlund, Mats

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