Factors influencing participation by preschool children with mild intellectual disabilities in Sweden: with or without diagnosis

Abstract

This article analyses the conceptualisation of mild intellectual disability and developmental delay in young children in Sweden, particularly in regard to children's participation and possible stigmatisation in preschool. A diagnosis of intellectual disability is more likely to ensure that preschool staff received targeted external support. However, children with or without a diagnosis can exhibit the same functional problems. Current research in the area suggests that a diagnosis itself will not guarantee that external support is provided for the child. Nor does a diagnosis always lead to stigmatisation. Research indicates that the manner in which special support is delivered may contribute to stigmatisation. The current provision of special support can mean that a child does not participate in the same activities as other children, when ideally special support should facilitate participation in the same activities as others. Other means to identify children for targeted support may be necessary in order to provide targeted services earlier.

Keywords:

• young children
• mild intellectual disability
• preschool
• stigmatisation
• school for all