Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans
Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2021). Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans. Scandinavian Journal of Educational Research, 65(1), 36-53. https://doi.org/10.1080/00313831.2019.1650825
Published inScandinavian Journal of Educational Research
© 2019 Scandinavian Journal of Educational Research
Planning support and education services requires multifaceted information from professionals, parents, and children. Despite this, educators have emphasized professional opinions in individual education plans (IEPs), whereas the perspectives of children and parents have remained inconsequential. In this study, we examine the intertextual voices of children, parents, and specialists in IEPs (N = 287) drafted in Finnish early childhood education and care (ECEC). The findings show that educators use intertextual voices to serve the following functions: (1) Creating a more multidimensional image of a child, (2) presenting evidence for their argumentation, and (3) assigning the responsibility to others. Consequently, the children, parents, and specialists were positioned as either speakers without influence, legitimators of educator’s knowledge, or powerful decision-makers.
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Additional information about fundingThis work was supported by University of Jyväskylä.
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