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Children with Autism Spectrum Conditions : Social Norms and Expectations in Swedish Preschools

Holmqvist, Mona LU orcid (2022) In International Perspectives on Early Childhood Education and Development 36. p.31-42
Abstract

This paper synthesises research evidence regarding enablers and barriers for children with autism spectrum conditions (ASC) in the inclusive early-years Swedish preschool context. Focusing on current norms, this chapter presents a review conducted using purposeful sampling. The Swedish preschool curriculum sets expectations for children with ASC, which can be challenging. It is therefore important to discuss how norms can hinder the development of children with ASC. Some of the core goals of the curriculum are difficult for children with impaired social skills, low impulse control, impaired perceptual ability, and hyperactivity to achieve. Understanding the challenges experienced by children with ASC, and a sound ASC knowledge symptoms... (More)

This paper synthesises research evidence regarding enablers and barriers for children with autism spectrum conditions (ASC) in the inclusive early-years Swedish preschool context. Focusing on current norms, this chapter presents a review conducted using purposeful sampling. The Swedish preschool curriculum sets expectations for children with ASC, which can be challenging. It is therefore important to discuss how norms can hinder the development of children with ASC. Some of the core goals of the curriculum are difficult for children with impaired social skills, low impulse control, impaired perceptual ability, and hyperactivity to achieve. Understanding the challenges experienced by children with ASC, and a sound ASC knowledge symptoms among professionals, can improve the opportunities for children with ASC to develop their full potential in inclusive preschool settings. Optimal development of preschool children requires a dynamic view of each child’s challenges and strengths, and expanding existing norms to create more inclusive learning environments in the future.

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Please use this url to cite or link to this publication:
author
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Autism, Preschool, Social norms, Sweden
host publication
Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries - Perspectives on Policy and Practice in the Nordic Countries
series title
International Perspectives on Early Childhood Education and Development
editor
Harju-Luukkainen, Heidi ; Bahdanovich Hanssen, Natallia and Sundqvist, Christel
volume
36
pages
12 pages
publisher
Springer Science and Business Media B.V.
external identifiers
  • scopus:85128976930
ISSN
2468-8754
2468-8746
ISBN
978-3-030-91299-4
978-3-030-91296-3
978-3-030-91297-0
DOI
10.1007/978-3-030-91297-0_3
language
English
LU publication?
no
additional info
Publisher Copyright: © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
id
990ea753-d134-4207-8367-40c1740f0660
date added to LUP
2023-09-05 13:51:20
date last changed
2024-04-20 02:42:40
@inbook{990ea753-d134-4207-8367-40c1740f0660,
  abstract     = {{<p>This paper synthesises research evidence regarding enablers and barriers for children with autism spectrum conditions (ASC) in the inclusive early-years Swedish preschool context. Focusing on current norms, this chapter presents a review conducted using purposeful sampling. The Swedish preschool curriculum sets expectations for children with ASC, which can be challenging. It is therefore important to discuss how norms can hinder the development of children with ASC. Some of the core goals of the curriculum are difficult for children with impaired social skills, low impulse control, impaired perceptual ability, and hyperactivity to achieve. Understanding the challenges experienced by children with ASC, and a sound ASC knowledge symptoms among professionals, can improve the opportunities for children with ASC to develop their full potential in inclusive preschool settings. Optimal development of preschool children requires a dynamic view of each child’s challenges and strengths, and expanding existing norms to create more inclusive learning environments in the future.</p>}},
  author       = {{Holmqvist, Mona}},
  booktitle    = {{Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries}},
  editor       = {{Harju-Luukkainen, Heidi and Bahdanovich Hanssen, Natallia and Sundqvist, Christel}},
  isbn         = {{978-3-030-91299-4}},
  issn         = {{2468-8754}},
  keywords     = {{Autism; Preschool; Social norms; Sweden}},
  language     = {{eng}},
  pages        = {{31--42}},
  publisher    = {{Springer Science and Business Media B.V.}},
  series       = {{International Perspectives on Early Childhood Education and Development}},
  title        = {{Children with Autism Spectrum Conditions : Social Norms and Expectations in Swedish Preschools}},
  url          = {{http://dx.doi.org/10.1007/978-3-030-91297-0_3}},
  doi          = {{10.1007/978-3-030-91297-0_3}},
  volume       = {{36}},
  year         = {{2022}},
}