Abstract
ABSTRACTThe present study explores special educational needs (SEN) practices for children with a developmental language disorder (DLD) in Belarus and Norway. The theory of practice architectures is used to portray a comprehensive picture of the SEN practices employed in the studied countries. Drawing on empirical data, the results of the research were analysed through the theoretical lens of practice architectures, which placed the results into three categories: sayings, doings and relatings. In this way, the SEN practices in Belarus and Norway are demonstrated and compared. The results show that it may help to consider preparing preschool staff and promoting the dialogue between the stakeholders involved in SEN practices concerning frameworks and improving support for children with DLD.
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