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Table of Contents
Chapter 1 Introduction to Special Education in the Early YearsPolicies and Practices across the Nordic Countries
Part I: Policy Perspectives
Chapter 2 Early Childhood Special Education in Finland
Chapter 3 Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools
Chapter 4 Implicit and Inclusive Early Education for Gifted Children Swedish Policy and International Possibilities
Chapter 5 Gaps in Care(E)Quality Ecec in Nordic Early Childhoods
Chapter 6 Autism and Young Children in Sweden
Chapter 7. Swedish Early Childhood Preservice Teachers and Inclusive Education
Part Ii: Practice Perspectives
Chapter 8. Developing Inclusive Learning Environments When Collaboration is (Not) The Answer
Chapter 9. How do Children Describe Learning Self-Regulation Skills in the Kids Skills Intervention?
Chapter 10. Experiences of Educational Support for Mathematical High-Ability Children in Finland. A Netnography of Parental Perspective from Ece to the School Context
Chapter 11. A Survey of the Views of Graduates of Early Childhood Teacher Education in Norway on Special Needs Education
Chapter 12. Inclusive Practices in Early Childhood Education in Norway
Chapter 13. Late Talkers and Language Learning in Norwegian Ececs for Children under Three
Chapter 14. Finger Patterns as Tools for Learning the Basic Meaning of Numbers
Chapter 15. Support of Language and Communication in Swedish Preschools
Chapter 16. Communities of Practice: A Model for Professional Development in Early Childhood Education and Care to Support Children with Communication Barriers?
Chapter 17. Teacher Perceptions of Language Challenges among Children in Three Different Language-Medium Settings in Finland
Chapter 18. Behind the Practice: Finnish Early Childhood Education and Care Professionals Perceptions and Beliefs Concerning Children in Need of Social and Emotional Support
Chapter 19. Special Education in the Early Years: Summary and Outlook.
Part I: Policy Perspectives
Chapter 2 Early Childhood Special Education in Finland
Chapter 3 Children with Autism Spectrum Conditions: Social Norms and Expectations in Swedish Preschools
Chapter 4 Implicit and Inclusive Early Education for Gifted Children Swedish Policy and International Possibilities
Chapter 5 Gaps in Care(E)Quality Ecec in Nordic Early Childhoods
Chapter 6 Autism and Young Children in Sweden
Chapter 7. Swedish Early Childhood Preservice Teachers and Inclusive Education
Part Ii: Practice Perspectives
Chapter 8. Developing Inclusive Learning Environments When Collaboration is (Not) The Answer
Chapter 9. How do Children Describe Learning Self-Regulation Skills in the Kids Skills Intervention?
Chapter 10. Experiences of Educational Support for Mathematical High-Ability Children in Finland. A Netnography of Parental Perspective from Ece to the School Context
Chapter 11. A Survey of the Views of Graduates of Early Childhood Teacher Education in Norway on Special Needs Education
Chapter 12. Inclusive Practices in Early Childhood Education in Norway
Chapter 13. Late Talkers and Language Learning in Norwegian Ececs for Children under Three
Chapter 14. Finger Patterns as Tools for Learning the Basic Meaning of Numbers
Chapter 15. Support of Language and Communication in Swedish Preschools
Chapter 16. Communities of Practice: A Model for Professional Development in Early Childhood Education and Care to Support Children with Communication Barriers?
Chapter 17. Teacher Perceptions of Language Challenges among Children in Three Different Language-Medium Settings in Finland
Chapter 18. Behind the Practice: Finnish Early Childhood Education and Care Professionals Perceptions and Beliefs Concerning Children in Need of Social and Emotional Support
Chapter 19. Special Education in the Early Years: Summary and Outlook.