How are Difficulty Types Related to the Allocation of Special Needs Assistance in Early Childhood Education and Care

Abstract

Early intervention for children with difficulties is crucial for their academic and life outcomes. However, we know little about how special needs assistance (SNA) is allocated to early childhood education and care (ECEC). This study is based on the Norwegian Mother, Father and Child Cohort Study (MoBa) and examines whether children’s difficulty types predict SNA allocation and its hours, with ECEC and demographic variables controlled. We used the maternal questionnaire when children were 5 years old (n = 41,452; 2,340 received SNA). The outcomes were whether the children received SNA and its weekly hours. Children’s difficulties were measured through single questions and rating scales; ECEC factors included a parental satisfaction scale and the caretakers–children ratio. Demographic variables included children’s sex and age, and parental education. We used a zero-inflated Poisson regression for the data analysis. Among the children receiving SNA, 35% had language difficulties, but they received few assisted hours. These children had more severe difficulties compared to those with language difficulties but without SNA. Children with comorbid language and developmental difficulties were most likely to receive SNA (89%) and had the highest number of hours. Children with behavioral problems were least likely to receive SNA. Higher ECEC satisfaction predicted more hours. A higher caretakers–children ratio predicted an increased likelihood of receiving SNA and more hours. In conclusion, children with language difficulties constitute the largest SNA group, yet they receive few hours. ECEC factors are related to detecting and supporting children in need.