Abstract
In this article, we draw on our research and expertise in a problematic concept of ‘demanding special support children’ in Finnish early childhood and basic education, and the scarce international research, to propose a concept regarding multidisciplinary and collaborative support for children. Our conceptualisation shifts the focus away from children’s deficits to effective collaborative practices surrounding the child. This can facilitate comprehensive support practices without labelling children as ‘demanding’ based on their disabilities.
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