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ABSTRACT
This study adds to the current literature by examining how different developmental areas (language problems or externalizing and internalizing behaviour problems) affect the possibility of a child receiving extra support early in life. The data were drawn from an online survey of 2779 children in Norway conducted in 2015 and included information about children's development and on their background and family factors. There was a strong connection between children's development and the possibility of receiving special education. However, relatively large gender differences were found. Furthermore, only a fairly small proportion of the children characterized as having a problem with language or with internalizing or externalizing behaviour were detected and actually received any special education support.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on contributor
Ratib Lekhal has a PhD in education and is an associate professor at The Norwegian Business School, Department of Communication and Culture. He does research on the effects of different aspects related to early childhood education and care (ECEC) on children's learning and development. He is especially interested in how to promote positive learning and development for children at risk.