The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education.
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| Title: | The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education. |
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| Authors: | Heiskanen, Noora1 (AUTHOR) noora.heiskanen@uef.fi, Saha, Mari2 (AUTHOR), Pesonen, Henri3 (AUTHOR), Viljamaa, Elina1 (AUTHOR), Poikola, Mirva4 (AUTHOR), Nevala, Piia5 (AUTHOR), Karna, Eija1 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Jul2025, Vol. 25 Issue 3, p460-472. 13p. |
| Subject Terms: | *Special education teachers, *Early childhood education, *Child support, Interprofessional collaboration, Well-being |
| Abstract: | In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well‐being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to ECSETs. However, because of ECSETs unique and ambivalent role as part of inclusive early childhood education and care (ECEC) system in Finland, they are in a particular risk to get burdened by the increasing demands of coordinating and organizing support. In the study, we utilized the writings of 55 ECSETs, collected using empathy‐based method and analysed them with position analysis methodology to investigate how ECSETs position themselves in such challenging situations. As a result, we show how ECSETs positions include (1) reflective controller of coping, (2) burdened support organizer, and (3) self‐blaming survivor. As a conclusion, we illustrate that while ECSETs hold no official or managerial positions in ECEC community, they strongly position themselves as the ones ultimately responsible for supporting the child but also other ECEC professionals, as well as maintaining their own wellbeing and coping in difficult situations. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186527078 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Heiskanen%2C+Noora%22">Heiskanen, Noora</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> noora.heiskanen@uef.fi</i><br /><searchLink fieldCode="AR" term="%22Saha%2C+Mari%22">Saha, Mari</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pesonen%2C+Henri%22">Pesonen, Henri</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Viljamaa%2C+Elina%22">Viljamaa, Elina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Poikola%2C+Mirva%22">Poikola, Mirva</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nevala%2C+Piia%22">Nevala, Piia</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karna%2C+Eija%22">Karna, Eija</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Jul2025, Vol. 25 Issue 3, p460-472. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+support%22">Child support</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+collaboration%22">Interprofessional collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well‐being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to ECSETs. However, because of ECSETs unique and ambivalent role as part of inclusive early childhood education and care (ECEC) system in Finland, they are in a particular risk to get burdened by the increasing demands of coordinating and organizing support. In the study, we utilized the writings of 55 ECSETs, collected using empathy‐based method and analysed them with position analysis methodology to investigate how ECSETs position themselves in such challenging situations. As a result, we show how ECSETs positions include (1) reflective controller of coping, (2) burdened support organizer, and (3) self‐blaming survivor. As a conclusion, we illustrate that while ECSETs hold no official or managerial positions in ECEC community, they strongly position themselves as the ones ultimately responsible for supporting the child but also other ECEC professionals, as well as maintaining their own wellbeing and coping in difficult situations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186527078 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1471-3802.12737 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 460 Subjects: – SubjectFull: Special education teachers Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Child support Type: general – SubjectFull: Interprofessional collaboration Type: general – SubjectFull: Well-being Type: general Titles: – TitleFull: The ultimate responsibility? The analysis of the position of special education teachers when the child is left without support in early childhood education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Heiskanen, Noora – PersonEntity: Name: NameFull: Saha, Mari – PersonEntity: Name: NameFull: Pesonen, Henri – PersonEntity: Name: NameFull: Viljamaa, Elina – PersonEntity: Name: NameFull: Poikola, Mirva – PersonEntity: Name: NameFull: Nevala, Piia – PersonEntity: Name: NameFull: Karna, Eija IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14713802 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: Journal of Research in Special Educational Needs Type: main |
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