This paper outlines the reported discrepancies between the aims of the welfare services in Iceland and the experiences of parents raising young children with intellectual disabilities. Prevailing views on disability and service delivery were also considered. A multi case study design was employed to reflect the situation in different parts of the country. Families of eight children with intellectual disabilities and professionals in three different municipalities formed the cases. The findings reveal a high convergence between the three cases with variations based on individual experiences rather than geographical location. Overall, parents praised the preschools but experienced support services often as fragmented and uncompromising. Particular components of the services were consistently regarded as hard to reach and not in accordance with the needs of the family. Cultural-historical activity theory is introduced as a beneficial framework for further study and system improvement.

Despite the avowed aims of the Icelandic legislation to provide family-centred and inclusive services, families raising disabled children commonly express their experiences of fragmented services provided more on the terms of the service providers than the users. This article is based on data derived from an on-going qualitative multi case-research in three municipalities in Iceland. The aims of the paper are 1) to identify the main contradictions that explain tensions and dilemmas within the service system as experienced by the parents, and 2) to suggest potential solutions for improving practices in accordance with family-centred inclusive policy and enhanced user participation. The cultural-historical activity theory was applied as an analytical framework. Three activities central to the wellbeing of the children and their families were identified as the unit of analysis, and contradictions within the activities were located and classified by following the expansive learning theory. Based on our findings we propose Edwards's three 'gardening tools' of relational practices as innovative and appropriate concepts for the necessary changes needed. By utilising these tools, the disabled children and their families are brought to the forefront and the professionals enhance their expertise in partnership with all stakeholders.

The profession of social pedagogues (SPs) in Iceland provides services for a diverse group of people, particularly disabled people of all ages within variety of community settings with inclusive and rights-based practices as their primary professional responsibility. Social pedagogues (SPs) in Iceland have been part of the primary school professional community since the 1974 law on compulsory education opened up the schools for disabled children. This article is based on the school part of an ongoing study which focuses on the role, status and professional developmental needs of SPs in Iceland within their diverse work settings in light of the rights-based demands made by the CRPD. The aim of the school part is to explore, describe and interpret the views and understandings of SPs about the social pedagogue as a contributing actor within inclusive primary schools in Iceland. The data is derived from two main sources; the participants provided texts from a half-open questionnaire and focus group interviews. The analysis is performed with the help of the expansive learning theory within the cultural-historical activity theory framework (CHAT). The findings indicate a large mismatch between Social pedagogy in a human rights context: Lessons from primary schools in Iceland 1 policy ideals, the SPs' professional human-rights based values and the reality SPs face within inclusive schools. Thus, we argue that it is important to acknowledge and utilise the SPs professional expertise embedded in the human rights approach and their innovative practices as part of transformative expansive learning culture and collective change effort in accordance with Article 24 in the CRPD.

It is commonly expressed by parents of disabled children within the Nordic region that there is a mismatch between the official aims of the welfare state and the services provided. In an attempt to explore ways to improve welfare services for disabled children and their families this article proposes three social-relational approaches to disability, family, and service systems which combined may create a basis for new and dynamic ways of working with families. The first approach is a relational understanding of disability, the second a family-centred theory characterized by partnerships with parents, and the third a cultural-historical activity theory emphasizing inter-organizational learning as a method to develop services. Developing ways to fulfil the welfare states’ promise of equality and human rights for all is particularly relevant now when all the Nordic countries are currently striving to meet the demands of the new UN Convention on the Rights of Persons with Disabilities.

This article focuses on the views and experiences of professionals providing specialised services to disabled children and their families. It is part of a larger research project that investigates the gap between policy ideals and service provision for young disabled children and their families in Iceland. Contrary to official policies, earlier findings based on the families' perspectives reported strain and stress from fragmented and inflexible services. The findings presented here are based on three focus-group interviews, conducted with 13 professionals from six disciplines. The aim was to capture their views on their roles, responsibilities, and working conditions. A number of organisational and professional barriers were exposed along with an overall lack of awareness of the basic principles of family-centred services and the human rights relational approach to disability. Recommendations for service development are inspired by Edwards' relational theory about building inter-professional and inter-organisational links to create high quality practices.