This study investigates the descriptions of support measures in the sequential pedagogical documents (individual education plans or programs and others) of children with special education needs from early childhood education and care to preprimary education. According to the previous research, the role of pedagogical work is largely disregarded in these documents, which typically focus on describing children’s challenges instead of support measures. In this study, the sequential pedagogical documents (N = 257) of 64 Finnish children were studied for approximately 3 to 6 years, and the data were analyzed by investigating the textual and content-related coherence, as well as the linguistic precision, of the descriptions of support. Consequently, four chronological patterns of describing and developing the support measures—missing, repetitious, disorganized, and explicit—were introduced, and the study results emphasize the importance of the specificity and continuity of documentation.

中文翻译：

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特殊教育需要儿童序贯教学文件中的记录支持措施

本研究调查了从幼儿教育和保育到学前教育的特殊教育需求儿童的连续教学文件（个别教育计划或计划等）中对支持措施的描述。根据之前的研究，这些文件在很大程度上忽略了教学工作的作用，这些文件通常侧重于描述儿童的挑战而不是支持措施。在这项研究中，对 64 名芬兰儿童的连续教学文件 (N = 257) 进行了大约 3 到 6 年的研究，并通过调查文本和内容相关的连贯性以及语言精确度来分析数据。支持说明。因此，描述和制定支持措施的四种时间顺序模式——缺失、重复、