60. årgang nr 4/2023, TEMA: Kvalitet i inklusion

positive regarding the tool’s potential to 1) provide an early overview of the child’s situation and 2) document progress after a relevant intervention . The article con- cludes with a discussion of potentials and barriers concerning using SDQ in educa- tional psychology practice .

Quality in inclusion in daycare

By Charlotte Ringsmose and Line Skov Hansen

We know that child development and well-being are closely related to the quality of the environment in which the child grows up . In Denmark, almost all children are in professional care from a young age . Childcare quality, as well as supportive families, are important for children’s well-being and development . We know that high-quality early childhood education and care (ECEC) is particularly important for children growing up in disadvantaged families . Low ECEC quality puts the children at risk . Medium quality makes no difference . Only high-quality care pro- vides children with better opportunities for equity and inclusion . With this know- ledge, we need to ensure that the quality of the ECEC environments is high . In this article, we give some perspectives on how municipalities can work with orga- nising quality development in ECEC centres .

Six-Bricks for Teachers
– a Framework for Inclusive Classrooms

By Jamila Reid

Effective inclusive education involves a combination of factors including strong leadership, resource allocation, specific research-based curriculum, collaboration among professionals and with families, and research-based teaching techniques that support students’ social and behavioural goals . Research on inclusion shows that what works for learners with disabilities is also what works for almost all students . It also points to the quality of teacher instruction as the most crucial predictor of all children’s learning, regardless of classroom setting and special need designation . This article provides a Six-Bricks framework for providing teachers with the support and tools they need to provide high-quality teaching to diverse groups of students in an inclusive classroom environment .

Cross-professional collaboration as a preventive measure

By Janne Hedegaard Hansen

The paper presents an understanding of cross-professional collaboration as a pre- ventive intervention in the classroom or the kindergarten, focusing on students’

86 Pædagogisk Psykologisk Tidsskrift

and children’s well-being, learning and development through participation in collec- tive activities . This collaborative practice challenges the professionals’ existing sub-practice because they must develop their own practice to develop a new colla- borative practice together . Furthermore, they must develop a pro-active practice, meaning that they take their starting point in getting to know about all children’s interests, preferences, backgrounds and needs as a prerequisite to plan and carry out pedagogical and didactical activities for the entire group of children .

Socioeconomic inequality within the practice of educational psychologists

By Johanna Mariam Madsen, Nicoline Siemsen, Pernille Hviid and Cristian Lima

In this paper, we investigate relationships between the socioeconomic situation of families and the practices of the counselling educational psychologist . From an ecological perspective, our specific attention centres on the role of the educational psychologist and her practice: Are families of lower levels of socioeconomic capacity (and their schools) provided with a service that matches the quality offered in schools used by wealthy families? Drawing on Flyvbjerg’s work, the empirical study compared two extreme cases within the same municipality . These cases consisted
of communities of families and their school . In both cases, the analysis showed a “sliding” tendency in how to judge “the normal” from “not-normal” development of pupils . Because of the redundancy of families’ resources or lack of resources within the singular school, the “norm” tended to take a local colour, not only for the educa- tional psychologist but also for teachers and school leadership . This had consequences for the kind of services the school and the educational psychologist provided, and some of these are presented in the paper .

Based on this case comparison, it appears to be a tendency that the educational psychologist not only works with a society of inequality, which affects schools and the education of children, but also that she – unwillingly – contributes to this ine- quality in her daily practice as an educational psychologist .

Management of the inclusive school

By Lene Ravn Holst and Marianne Holst Nielsen

The school’s main task is to be an inclusive school, but today, almost 30 years after Denmark signed the Salamanca Statement, it is still a challenge in many places to succeed in this task . The article points out that the school’s management plays a decisive role in whether the school is to succeed in including a wider range of chil- dren and young people . In part, the school management has a significant influence on which rationales, and thus which mindset, understanding of problems and approaches to inclusion the school subscribes to, and this influence has an impact on the school’s ability to create inclusive learning environments . The article presents an invitation to utilise to a greater extent the potential that lies in the professional management of the school when it is close to the core task . Through a concrete case, the article describes how inclusion can be worked with through direct professional management . It is also argued that focusing on the management of inclusion can both create opportunities for participation for a broader range of children and young people and strengthen employees’ motivation and well-being .