Introduction to Special Education in the Early Years—Policies and Practices Across the Nordic Countries

Abstract

Political and social attention to early childhood education and care (ECEC) has increased over the past decade, with many countries undertaking ongoing educational reforms (Garvis et al., 2018). Children’s access to preschool provision has been broadened across the world because policymakers have recognised the benefits of good-quality ECEC on children’s learning and development (OECD, 2012). International studies conducted in OECD-participating countries, have found that children attending ECEC are usually better prepared for primary school and can achieve higher education outcomes (OECD, 2019). Good quality early education, including a high-level special education (SE) support system, helps in school readiness by ensuring that the transition to school is a seamless experience. This seamless experience exists only if quality early education and care are implemented by achieving targets around quality goals and regulations for delivering early education and care (OECD, 2015). Therefore, governments globally are increasingly recognising that good-quality ECEC with high-level special educational supports is critical in developing their country’s social and economic potentials in the future.