Community of Practice at a Specially Planned Youth Education School in Denmark
Access to learning facilities is essential for young people with intellectual disabilities (ID) in their transition to adulthood. Participation in education can enhance social participation and belonging and contribute to the formation and negotiation of identities and competencies. This paper exami...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Stockholm University Press
2023-11-01
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| Series: | Scandinavian Journal of Disability Research |
| Subjects: | |
| Online Access: | https://account.sjdr.se/index.php/su-j-sjdr/article/view/956 |
| _version_ | 1827576389160665088 |
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| author | Cecilie K. Moesby-Jensen Inge Storgaard Bonfils |
| author_facet | Cecilie K. Moesby-Jensen Inge Storgaard Bonfils |
| author_sort | Cecilie K. Moesby-Jensen |
| collection | DOAJ |
| description | Access to learning facilities is essential for young people with intellectual disabilities (ID) in their transition to adulthood. Participation in education can enhance social participation and belonging and contribute to the formation and negotiation of identities and competencies. This paper examines how special needs youth education contributes to bringing young people with ID into a position as learning social participants and how their identities are formed and negotiated through belonging to the school’s community of practice. The study was informed by a social theory of learning and designed as a single case study carried out at a specially planned youth education school (SPYES) in Denmark. The study shows how social participation and forming identity can be developed through a trustful and recognising teacher–student relationship, an inclusive classroom setting where individual considerations are taken, shared practice regarding leisure activities with peers, and access to an individually adapted internship at workplaces outside the school. |
| first_indexed | 2024-03-08T21:10:41Z |
| format | Article |
| id | doaj.art-b372383619f74cfda635dfd603199bac |
| institution | Directory Open Access Journal |
| issn | 1745-3011 |
| language | English |
| last_indexed | 2024-03-08T21:10:41Z |
| publishDate | 2023-11-01 |
| publisher | Stockholm University Press |
| record_format | Article |
| series | Scandinavian Journal of Disability Research |
| spelling | doaj.art-b372383619f74cfda635dfd603199bac2023-12-22T06:42:50ZengStockholm University PressScandinavian Journal of Disability Research1745-30112023-11-01251404–417404–41710.16993/sjdr.956357Community of Practice at a Specially Planned Youth Education School in DenmarkCecilie K. Moesby-Jensen0https://orcid.org/0000-0001-9379-9007Inge Storgaard Bonfils1https://orcid.org/0000-0001-7219-9061University College AbsalonUniversity College CopenhagenAccess to learning facilities is essential for young people with intellectual disabilities (ID) in their transition to adulthood. Participation in education can enhance social participation and belonging and contribute to the formation and negotiation of identities and competencies. This paper examines how special needs youth education contributes to bringing young people with ID into a position as learning social participants and how their identities are formed and negotiated through belonging to the school’s community of practice. The study was informed by a social theory of learning and designed as a single case study carried out at a specially planned youth education school (SPYES) in Denmark. The study shows how social participation and forming identity can be developed through a trustful and recognising teacher–student relationship, an inclusive classroom setting where individual considerations are taken, shared practice regarding leisure activities with peers, and access to an individually adapted internship at workplaces outside the school.https://account.sjdr.se/index.php/su-j-sjdr/article/view/956young people with special needsspecial needs educationsocial theory of learningcommunity of practicesocial participation |
| spellingShingle | Cecilie K. Moesby-Jensen Inge Storgaard Bonfils Community of Practice at a Specially Planned Youth Education School in Denmark Scandinavian Journal of Disability Research young people with special needs special needs education social theory of learning community of practice social participation |
| title | Community of Practice at a Specially Planned Youth Education School in Denmark |
| title_full | Community of Practice at a Specially Planned Youth Education School in Denmark |
| title_fullStr | Community of Practice at a Specially Planned Youth Education School in Denmark |
| title_full_unstemmed | Community of Practice at a Specially Planned Youth Education School in Denmark |
| title_short | Community of Practice at a Specially Planned Youth Education School in Denmark |
| title_sort | community of practice at a specially planned youth education school in denmark |
| topic | young people with special needs special needs education social theory of learning community of practice social participation |
| url | https://account.sjdr.se/index.php/su-j-sjdr/article/view/956 |
| work_keys_str_mv | AT ceciliekmoesbyjensen communityofpracticeataspeciallyplannedyoutheducationschoolindenmark AT ingestorgaardbonfils communityofpracticeataspeciallyplannedyoutheducationschoolindenmark |