Portrayals of Special Educational Needs in Norwegian ECEC Psychoeducational Reports: A Document Analysis in the Context of Inclusion

Agnete Vaags^1,2*Marit Uthus²

• ¹Queen Maud University College, Trondheim, Norway
• ²Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Sør-Trøndelag, Norway

With the aim to contribute to the ongoing debate on promoting more inclusive assessment practices for children in need of special educational support, this qualitative document analysis examines how special educational needs are portrayed in the assessment section of psychoeducational reports (sakkyndig vurdering) for children in Norway. Employing in-depth reflexive thematic analysis with a hermeneutic approach, the reports are examined with a focus on how they relate to the concept of special educational needs and their emphasis on the individual child and/or the social context that the child is a part of. The analysis reveals that special educational needs were often portrayed according to the child's limitations and deficits, frequently equated with their needs, and compared to the development of a 'typical' child. Additionally, portrayals of special educational appeared to be ambiguous, as well as influenced by each child's differences, the dual role of the psychoeducational reports, and inconsistencies among various stakeholders. While a clear concern regarding the limited participation of certain children was raised, the children's own perspectives and their needs in relation to the broader social context were often overlooked. Based on analysis and discussion, this study suggests that moving towards more inclusive assessment practices requires a holistic approach that assesses the unique child's special and basic psychological needs within their specific social context. Additionally, including children's own perspectives seems crucial to identify opportunities and barriers for inclusion on both the individual and social level.