Digital systems for special educational needs documentation in Swedish preschools: new organisational maps for municipalities and professionals

References

• Ahlberg, A. (2015). Specialpedagogik i ideologi, teori och praktik: att bygga broar [Special education in ideology, theory, and practice] (2nd ed.). Liber.
   Google Scholar
• Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
   Google Scholar
• Argyris, C., & Schön, D. (1996). Organizational learning II: Theory, method and practice. Addison-Wesley.
   Google Scholar
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
   Google Scholar
• Cowan, K., & Flewitt, R. (2023). Moving from paper-based to digital documentation in early childhood education: Democratic potentials and challenges. International Journal of Early Years Education, 31(4), 888–906. https://doi.org/10.1080/09669760.2021.2013171
   Web of Science ®Google Scholar
• Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications.
   Google Scholar
• Education Act. (2010:800). Ministry of Education.
   Google Scholar
• Emanuelsson, I., Persson, B., & Rosenqvist, J. (2001). Forskning inom det specialpedagogiska området: en kunskapsöversikt [Research in the area of special education: a knowledge review]. Liber.
   Google Scholar
• Gallagher, A. (2018). E-portfolios and relational space in the early education environment. Journal of Pedagogy, 9(1), 23–44. https://doi.org/10.2478/jped-2018-0002
   Google Scholar
• Gartin, B. S., & Murdick, N. L. (2005). IDEA 2004: The IEP. Remedial and Special Education, 26(6), 327–331. https://doi.org/10.1177/07419325050260060301
   Web of Science ®Google Scholar
• Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the gioia methodology. Organizational Research Methods, 16(1), 15–31. https://doi.org/10.1177/1094428112452151
   Web of Science ®Google Scholar
• Guest, G., Namey, E., Taylor, J., Eley, N., & McKenna, K. (2017). Comparing focus groups and individual interviews: Findings from a randomized study. International Journal of Social Research Methodology, 20(6), 693–708. https://doi.org/10.1080/13645579.2017.1281601
   Web of Science ®Google Scholar
• Hammersley, M., & Traianou, A. (2012). Ethics in qualitative research: Controversies and contexts. Sage.
   Google Scholar
• Hatzigianni, M., Stephenson, T., Harrison, L. J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B., & Irvine, S. (2023). The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings. International Journal of Child Care and Education Policy, 17(5), 1–23.
   Google Scholar
• Haug, P. (1998). Pedagogiskt dilemma: specialundervisning [Pedagogical dilemma: special education]. Liber.
   Google Scholar
• Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2018). Positioning children with special educational needs in early childhood education and care documents. British Journal of Sociology of Education, 39(6), 827–843. https://doi.org/10.1080/01425692.2018.1426443
   Web of Science ®Google Scholar
• Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2021). Intertextual voices of children, parents, and specialists in individual education plans. Scandinavian Journal of Educational Research, 65(1), 36–53. https://doi.org/10.1080/00313831.2019.1650825
   Web of Science ®Google Scholar
• Higher Education Ordinance. (1993:100).
   Google Scholar
• Kim, K. (2018). Early childhood teachers’ work and technology in an era of assessment. European Early Childhood Education Research Journal, 26(6), 927–939. https://doi.org/10.1080/1350293X.2018.1533709
   Web of Science ®Google Scholar
• Knauf, H. (2020a). Documentation strategies: Pedagogical documentation from the perspective of early childhood teachers in New Zealand and Germany. Early Childhood Education Journal, 48(1), 11–19. https://doi.org/10.1007/s10643-019-00979-9
   Web of Science ®Google Scholar
• Knauf, H. (2020b). Super-Documentation? Roads to digitalisation of documentation and their implications. In M. Alasuutari, H. Kelle, & H. Knauf (Eds.), Documentation in institutional contexts of early childhood (pp. 241–255). Springer.
   Google Scholar
• Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun. [Interviews: earning the craft of qualitative research interviewing]. Studentlitteratur.
   Google Scholar
• Lindgren, J. (2016). Skolinspektörers synliga och osynliga kartor. [School inspectors’ visible and invisible maps.]. In C. Lundahl, & M. Folke-Fichtelius (Eds.), Bedömning i och av skolan: praktik, principer, politik (pp. 265–286). Studentlitteratur.
   Google Scholar
• Lipshitz, R. (2000). Chic, mystique, and misconception: Argyris and Schön and the rhetoric of organizational learning. The Journal of Applied Behavioral Science, 36(4), 456–473. https://doi.org/10.1177/0021886300364004
   Google Scholar
• Lundahl, L. (2014). Suède: Les marchés de l'éducation, l'autonomie locale et le contrôle gouvernmental. [Sweden: School markets, local autonomy and state control]. In E. Nicollet (Ed.), Éducation, formation, recherche: Quelle place pour les collectivités territoriales? (pp. 229–235). le Moniteur.
   Google Scholar
• Lyons, C. D., & Tredwell, C. T. (2015). Steps to implementing technology in inclusive early childhood programs. Computers in the Schools, 32(2), 152–166. https://doi.org/10.1080/07380569.2015.1038976
   Web of Science ®Google Scholar
• Masoumi, D. (2015). Preschool teachers’ use of ICTs: Towards a typology of practice. Contemporary Issues in Early Childhood, 16(1), 5–17. https://doi.org/10.1177/1463949114566753
   Web of Science ®Google Scholar
• Merriam, S. B., Johnson-Bailey, J., Lee, M.-Y., Kee, Y., Ntseane, G., & Muhamad, M. (2001). Power and positionality: Negotiating insider/outsider status within and across cultures. International Journal of Lifelong Education, 20(5), 405–416. https://doi.org/10.1080/02601370120490
   Google Scholar
• Ministry of Education. (2017). Nationell digitaliseringsstrategi för skolväsendet [National digitalisation strategy for education].
   Google Scholar
• Mitchell, D., Morton, M., & Hornby, G. (2010). Review of the literature on individual education plans. Ministry of Education.
   Google Scholar
• Nordic Council of Ministers. (2022). Nordic approaches to evaluation and assessment in early childhood education and care: Final report. Pub.nr 2022:512.
   Google Scholar
• Nuttall, J., Rooney, T., Gunn, A. C., & White, E. J. (2023). The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand. Technology, Pedagogy and Education, 32(2), 257–273. https://doi.org/10.1080/1475939X.2023.2177720
   Web of Science ®Google Scholar
• OECD. (2015). Starting strong IV: Monitoring quality in early childhood education and care. OECD Publishing.
   Google Scholar
• Palla, L. (2016). Åtgärdsprogram i förskolan? Specialpedagogers motstånd och alternativ. [Assessment plan in preschool? Special educational needs coordinators resistance and alternative]. Socialmedicinsk tidskrift, 93(2), 190–198.
   Google Scholar
• Palla, L. (2023). The need for speed: Identification of ‘the deviant’ as the ultimate goal for high returns in early childhood education and care. Critical Studies in Education, 1–20. https://doi.org/10.1080/17508487.2023.2292540
   Web of Science ®Google Scholar
• Player-Koro, C., Bergviken Rensfeldt, A., & Selwyn, N. (2018). Selling tech to teachers: Education trade shows as policy events. Journal of Education Policy, 33(5), 682–703. https://doi.org/10.1080/02680939.2017.1380232
   Web of Science ®Google Scholar
• Renblad, K., & Brodin, J. (2014). Behövs specialpedagoger i förskolan? [Do we need special education needs coordinators in preschool?]. Social-medicinsk tidskrift, 91(4), 384–390.
   Google Scholar
• Roberts-Holmes, G., & Bradbury, A. (2016). Governance, accountability and the datafication of early years education in England. British Educational Research Journal, 42(4), 600–613. https://doi.org/10.1002/berj.3221
   Web of Science ®Google Scholar
• Sandberg, A., & Norling, M. (2021). Pedagogiskt stöd och pedagogiska metoder. [Pedagogical support and pedagogical methods]. In A. Sandberg (Ed.), Med sikte på förskolan - barn i behov av stöd (3rd ed., pp. 55–80). Studentlitteratur.
   Google Scholar
• Schön, D. (1983). The reflective practitioner – how professionals think in action. Basic Books.
   Google Scholar
• Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. M. (2020). What’s next for Ed-tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 45(1), 1–6. https://doi.org/10.1080/17439884.2020.1694945
   Web of Science ®Google Scholar
• Skrtic, T. (1991). Behind special education: A critical analysis of professional culture and school organization. Love Publishing Co.
   Google Scholar
• Swedish National Agency for Education. (2017). Måluppfyllelse i förskolan. [Goal fullfilment in preschool].
   Google Scholar
• Swedish National Agency for Education. (2018). Läroplan för förskolan: Lpfö18. [Curriculum for the Preschool].
   Google Scholar
• Swedish National Agency for Education. (2022a). Förslag till nationell digitaliseringsstrategi för skolväsendet 2023–2027. [Proposal for National digitalisation strategy for education 2023-2027].
   Google Scholar
• Swedish National Agency for Education. (2022b). Statiskt på huvudmannanivå förskolan hösten 2022. [Statistics on municipality level preschool autumn 2022]. https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-och-vuxenutbildning?sok=SokC&verkform=F%C3%B6rskola&omrade=Barn%20och%20grupper&lasar=2022&run=1
   Google Scholar
• Swedish Research Council. (2017). Good research practice.
   Google Scholar
• Swedish Schools Inspectorate. (2017). Förskolans arbete med barn i behov av särskilt stöd. [Preschools’ work with children in need of special support].
   Google Scholar
• Urban, M., Reikerås, E., Eidsvåg, G. M., Guevara, J., Saebø, J., & Semmoloni, C. (2023). Nordic approaches to evaluation and assessment in early childhood education and care. Global Studies of Childhood, 13(3), 200–216. https://doi.org/10.1177/20436106231179617
   Google Scholar
• Virtanen, M. (2018). Förskolans dokumentations- och bedömningspraktik: En diskursanalys av förskollärares gemensamma tal om dokumentation och bedömning [Preschool documentation and assessment practice: a discourse analysis on preschool teachers’ shared discussions about documentation and assessment] [Licentiate]. Linnaeus University.
   Google Scholar
• Vretblom, H. (2023). Defining the use of special educational needs documentation - positionings of preschool principals. Education Inquiry, 1–20. https://doi.org/10.1080/20004508.2023.2223792
   Google Scholar
• White, E. J., Rooney, T., Gunn, A. C., & Nuttall, J. (2021). Understanding how early childhood educators ‘see’ learning through digitally cast eyes: Some preliminary concepts concerning the use of digital documentation platforms. Australasian Journal of Early Childhood, 46(1), 6–18. https://doi.org/10.1177/1836939120979066
   Web of Science ®Google Scholar