Tett på
This book summarizes the six-year research and development project Tett på (“Up Close”), which has followed the municipalities of Trondheim, Steinkjer and Aurskog-Høland in their efforts to bring the Educational-Psychological Service (PPT) closer to early childhood education settings and schools. Th...
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| Main Authors: | , , , , , , , , |
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| Formato: | Online |
| Idioma: | noruegués |
| Publicado: |
Scandinavian University Press (Universitetsforlaget)
2026
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| Subjects: | |
| Acceso en liña: | https://directory.doabooks.org/handle/20.500.12854/177142 |
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| Summary: | This book summarizes the six-year research and development project Tett på (“Up Close”), which has followed the municipalities of Trondheim, Steinkjer and Aurskog-Høland in their efforts to bring the Educational-Psychological Service (PPT) closer to early childhood education settings and schools. The backdrop is national ambitions to create more inclusive communities and to shift the special education support system from reactive “firefighting” to early, preventive intervention. The project is funded by the Norwegian Directorate for Education and Training.
At the core is the locally co-created Tett på-model, which presupposes that PPT is physically present in the institutions at least one day per week (20 percent). A central point is that physical presence is not sufficient, even though it is a crucial precondition for achieving the model’s objectives.
The analyses are based on surveys, register data, case-processing data, and interviews. Staff in PPT, schools, and early childhood education settings report that the more binding collaboration has significantly lowered the threshold for contact. Early childhood education settings have integrated the model into daily practice more quickly, although the process of making effective use of the expertise takes longer. The professional shift is also confirmed in PPT’s own case-processing data: the number of formal expert assessments has declined, waiting times are shorter, and work related to early intervention has increased. Largely, PPT has moved from being a gatekeeper to becoming a preventive partner.
When the effects for children are analyzed, a more complex picture emerges. The book finds no immediate changes in pupils’ well-being or academic results on national tests. An “identification paradox” is identified: as PPT becomes more closely involved and the threshold for contact is lowered, more challenges may be identified. Pupils in need of accommodations are more frequently withdrawn into small groups, and this group reports lower well-being and sense of belonging.
Interviews show that pupils primarily understand inclusion as a social phenomenon related to friendships and breaks. Smaller groups may be experienced as a respite, but also as socially excluding.
The book concludes that the model has functioned as a driver of institutional change and relationship-building, but that the key challenge ahead is to translate improved adult collaboration into practices experienced as inclusive by the children concerned. |
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