Preschool teachers' perceptions of collaboration with special education teachers : A qualitative interview study

The purpose of this study is to contribute knowledge about preschool teachers' perceptions of collaboration with special educators in preschool settings. The study was conducted using a qualitative method, where semi-structured interviews with eight preschool teachers were used to gather empirical data.The results show that the preschool teachers' role includes responsibility for documentation, seeking support from special educators, and adapting the activities to meet the individual needs of children. The role of the special educator appears significant but sometimes unclear. The preschool teachers view guidance and the special educator's external perspective as important aspects of the role. Collaboration offers opportunities for new perspectives, concrete feedback, and support in challenging situations. Challenges include lack of time, resources, and clear guidelines for the special educator’s role, which sometimes leads to support being perceived as superficial and general.The conclusions suggest that clearer guidelines in the preschool curriculum and a more defined role for special educators could improve both collaboration and resource distribution. This, in turn, would contribute to a more equitable preschool experience for all children.