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Abstract

Every year, somewhere between 50 and 100 children in Norway are born with a hearing impairment, so how can we ensure an inclusive environment for these children? The purpose of our study is to examine how the kindergarten staff can facilitate for children with hearing impairment to be included in kindergarten. According to previous research, children that experience hearing impairments as early as kindergarten age, may fall behind socially. This requires that the staff adapts and enhance their skills on the subject. Because of this, we have strategically selected informants that have experience with children with hearing impairment. To best answer the research question: «How does the kindergarten facilitate inclusion of children with hearing impairment?», we have conducted in-depth interviews. In order to answer the research question effectively, we provide an overview of relevant theories. These include theories on inclusion in kindergarten, hearing impairments in children, spoken language development, and the role of the staff. Hearing impairment includes different levels, from hard of hearing to deaf. Therefore, to address the specific needs of each child, there must be specialized arrangements. It is difficult to know how much children with hearing impairment actually hear, even with the help of technical aids. Our study shows that some measures are the same for all children with hearing impairment, but there is also a need for individualized arrangements. The aim is for children with hearing impairment to receive an inclusive and equal offer. Therefore, the kindergarten staff's role is significant in this work.