The interaction between guardians and educators around children in need of special support

In this study, we have investigated how the interaction between guardians and educators work around children in need of special support. Our research questions were

1). What experiences do guardians have of the interaction with educators regarding children in need of special support, 2). What experiences do educators have of the interaction with guardians regarding children in need of special support and 3). What can the interaction between educators and guardians of children with special needs look like?

In order to answer these questions, we have used qualitative interviews with three guardians and four educators. In the analysis and reflection on the interviews, we have taken support from Urie Bronfenbrenner´s ecological development model (1979), Säljö – communication as a social act (2000) and Mezirow – transformative learning and communication (1997). The main result of this study in that guardians and educators have different experiences of interactions around children in need of special support. The guardians are looking for more knowledge and care of their children´s need for special support in preschool. The educators strive for a good interaction with the guardians, and they use a variety of different approaches in order to meet the guardians around the  child´s needs.