Abstract
This article presents results from a Danish quantitative and qualitative study of social education and special education in residential care centres, private residential care centres and day-care centres. Among other aspects this concerned the educational approach of the institutions as well as their organizational affiliation and size, the organization and planning of special educational provisions, descriptions and analyses of the educational processes and the organization of special educational provisions and social intervention. The study furthermore aimed at generating knowledge about the correlation between special education and social education, understandings of the concept of education, the organization and contents of special education and cooperation with external partners. The article offers analyses of two central tendencies: compensatory thinking, meaning an educational approach addressing the ‘problems’ and troubled backgrounds of the children and youngsters in care; and comprehensive thinking, referring to a unification of social education and special educational provisions. In conclusion the author suggests alternative views on and ways of approaching working with children and youngsters in care.
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