Special educational support in independent Swedish preschools: descriptions of support prior to applications for additional funding

This study examines the special educational support reported as being used for children in independent Swedish preschools within existing resources, prior to applications for additional funding for extraordinary support measures. The empirical material consists of application forms from 2020 to 2024 concerning 20 children in a large Swedish municipality. Using qualitative text analysis and drawing on special educational didaktik*, the study analyses how support is described at the individual, group and organisational level, through didaktik questions, and in relation to inclusion, exclusion and ethics. The findings indicate that descriptions of support focus on what support is provided. Support at the individual level often centres on increased adult presence, while support at the group level frequently involves smaller groups, clear routines, structured environments and visual forms of support. At the organisational level, descriptions remain general, focusing on accessible materials and staff organisation. Although several applications express inclusive aims, some measures may carry risk of exclusion and raise ethical concerns. The study contributes to discussions on special educational support in independent Swedish preschools by showing how support measures are described in applications for additional funding. The findings also provide insight into how special educational support is portrayed within a market-oriented educational context.