Research project Special Education in School-Age Educare: the promotion of participation, sense of belonging and social relationships for an inclusive environment
This project explores the educational environment in School-Age Educare, particularly in the structured and unstructured activities, as well as the support provided to the children based on their needs.
The aim is to promote the children’s participation, sense of belonging and social relationships – aspects that are fundamental to an inclusive environment in this regard. Inclusion is about pupils feeling a sense of belonging, having the opportunity for meaningful participation, being given a say, and being provided with the conditions for development based on their needs.
The School-Age Educare (fritidshem) is a provision for pupils from preschool class to Grade 6 in Sweden, offering care and education before and after the school day. With its own chapter in the curriculum (Chapter 4), much of the teaching focuses on practical learning based on the children’s interests, needs and experiences. Teaching in the School-Age Educare centre is primarily social and informal in its nature and consists of various types of activities, both structured and unstructured.
Consequently, attention is here directed towards the special educational support provided in the School-Age Educare centre. This might, for example, concern how pupils understand instructions, how educators address pupils’ support needs, and what degree of pupil influence is made possible. According to the curriculum, pupils should be part of the activities, feel a sense of belonging and have the opportunity to influence the centre through their presence. This requires a special educational approach that focuses not only on the individual pupil but also on the wider context, thereby enabling participation and belonging and strengthening social relationships.