Små børns perspektiver på inklusion

– et bidrag til forståelsen af ‘børn med handicaps’ betingelser for udvikling af rådighed i ressourcebørnehuse

Abstract

The article is based on the defense of the PhD thesis “Young children’s perspectives on inclusion” (2018). The article explores how young ‘children with disabilities’ are enabled peda- gogically in general day care centres. The article analyses how ‘children with disabilities’ participate in different pedagogical inclusion- arrangements which are constructed for and around these children. The article argues that educational arrangements related to inclusion, disability and special needs are historically rooted, and that such historical notions are reflected socio-materially in the educational setting as such and in the intervention-procedures. Inclusive education is found to be part of a wider social practice problematic that involves how children’s development is given state and form, and how the common good is preserved, nurtured and cared for within wel- fare state institutions.