Näytä suppeat kuvailutiedot

dc.contributor.authorHeiskanen, Noora
dc.contributor.authorAlasuutari, Maarit
dc.contributor.authorVehkakoski, Tanja
dc.date.accessioned2021-02-02T12:51:32Z
dc.date.available2021-02-02T12:51:32Z
dc.date.issued2021
dc.identifier.citationHeiskanen, N., Alasuutari, M., & Vehkakoski, T. (2021). Intertextual Voices of Children, Parents, and Specialists in Individual Education Plans. <i>Scandinavian Journal of Educational Research</i>, <i>65</i>(1), 36-53. <a href="https://doi.org/10.1080/00313831.2019.1650825" target="_blank">https://doi.org/10.1080/00313831.2019.1650825</a>
dc.identifier.otherCONVID_32249450
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/73944
dc.description.abstractPlanning 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsIn Copyright
dc.subject.otherindividual education plan (IEP)
dc.subject.otherearly childhood education and care (ECEC)
dc.subject.otherintertextuality
dc.subject.othervoice
dc.titleIntertextual Voices of Children, Parents, and Specialists in Individual Education Plans
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202102021398
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange36-53
dc.relation.issn0031-3831
dc.relation.numberinseries1
dc.relation.volume65
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Scandinavian Journal of Educational Research
dc.rights.accesslevelopenAccessfi
dc.subject.ysovarhaiskasvatussuunnitelmat
dc.subject.ysoHOJKS
dc.subject.ysovarhaiskasvatus
dc.subject.ysointertekstuaalisuus
dc.subject.ysodiskurssianalyysi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p37835
jyx.subject.urihttp://www.yso.fi/onto/yso/p22091
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p17213
jyx.subject.urihttp://www.yso.fi/onto/yso/p7829
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/00313831.2019.1650825
jyx.fundinginformationThis work was supported by University of Jyväskylä.
dc.type.okmA1


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