Micro-processes in social and learning activities at school generate exclusions for children with disabilities
This study explores children’s everyday life activities in their first year at school, revealing a variety of situated activities that involved interactions between the child, peers and (para) professionals. We sought to examine how a child with a disability encounters opportunities and space for pa...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Stockholm University Press
2017-01-01
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| Series: | Scandinavian Journal of Disability Research |
| Subjects: | |
| Online Access: | https://www.sjdr.se/articles/275 |
| _version_ | 1797710508669796352 |
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| author | Bjørg Fallang Ingvil Øien Sigrid Østensjø Liv Mette Gulbrandsen |
| author_facet | Bjørg Fallang Ingvil Øien Sigrid Østensjø Liv Mette Gulbrandsen |
| author_sort | Bjørg Fallang |
| collection | DOAJ |
| description | This study explores children’s everyday life activities in their first year at school, revealing a variety of situated activities that involved interactions between the child, peers and (para) professionals. We sought to examine how a child with a disability encounters opportunities and space for participation in these peer interactions and multi-professional encounters. We observed eight children with disabilities (six years of age) in a primary mainstream school and conducted interviews/dialogue with the children, professionals and paraprofessional assistants. Observation of a variety of activities revealed that seemingly insignificant processes of exclusion during the day could have implications far beyond the singular situations. Professional actions to support the child with a disability may produce micro-processes that hamper participation. The study’s key messages include the need to pay attention to how socio-material and pedagogical environments are organized and to use observational sensitivity to the micro-processes at play during the school day to improve the learning environment for all children. |
| first_indexed | 2024-03-12T06:53:10Z |
| format | Article |
| id | doaj.art-7202d7ffdb65461797c32b0fc7e22e44 |
| institution | Directory Open Access Journal |
| issn | 1501-7419 1745-3011 |
| language | English |
| last_indexed | 2024-03-12T06:53:10Z |
| publishDate | 2017-01-01 |
| publisher | Stockholm University Press |
| record_format | Article |
| series | Scandinavian Journal of Disability Research |
| spelling | doaj.art-7202d7ffdb65461797c32b0fc7e22e442023-09-03T00:08:27ZengStockholm University PressScandinavian Journal of Disability Research1501-74191745-30112017-01-0119326928010.1080/15017419.2016.1276472205Micro-processes in social and learning activities at school generate exclusions for children with disabilitiesBjørg Fallang0Ingvil Øien1Sigrid Østensjø2Liv Mette Gulbrandsen3Department of Physical Therapy, Faculty of Health Science, Oslo and Akershus University College of Applied Sciences, Oslo, NorwayDepartment of Physical Therapy, Faculty of Health Science, Oslo and Akershus University College of Applied Sciences, Oslo, NorwayDepartment of Physical Therapy, Faculty of Health Science, Oslo and Akershus University College of Applied SciencesDepartment of Social Work, Faculty of Social Sciences, Child Welfare and Social Policy, Oslo, NorwayThis study explores children’s everyday life activities in their first year at school, revealing a variety of situated activities that involved interactions between the child, peers and (para) professionals. We sought to examine how a child with a disability encounters opportunities and space for participation in these peer interactions and multi-professional encounters. We observed eight children with disabilities (six years of age) in a primary mainstream school and conducted interviews/dialogue with the children, professionals and paraprofessional assistants. Observation of a variety of activities revealed that seemingly insignificant processes of exclusion during the day could have implications far beyond the singular situations. Professional actions to support the child with a disability may produce micro-processes that hamper participation. The study’s key messages include the need to pay attention to how socio-material and pedagogical environments are organized and to use observational sensitivity to the micro-processes at play during the school day to improve the learning environment for all children.https://www.sjdr.se/articles/275Social participationdisabilityinclusive educationtherapymainstream school |
| spellingShingle | Bjørg Fallang Ingvil Øien Sigrid Østensjø Liv Mette Gulbrandsen Micro-processes in social and learning activities at school generate exclusions for children with disabilities Scandinavian Journal of Disability Research Social participation disability inclusive education therapy mainstream school |
| title | Micro-processes in social and learning activities at school generate exclusions for children with disabilities |
| title_full | Micro-processes in social and learning activities at school generate exclusions for children with disabilities |
| title_fullStr | Micro-processes in social and learning activities at school generate exclusions for children with disabilities |
| title_full_unstemmed | Micro-processes in social and learning activities at school generate exclusions for children with disabilities |
| title_short | Micro-processes in social and learning activities at school generate exclusions for children with disabilities |
| title_sort | micro processes in social and learning activities at school generate exclusions for children with disabilities |
| topic | Social participation disability inclusive education therapy mainstream school |
| url | https://www.sjdr.se/articles/275 |
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