Abstract
Inclusive school requires the coexistence of what is perceived as normal and what is seen as pathologically different. Considering the growing pathologization of childhood, attempt is made to know the view of the students that do not have any diagnosed mental disorder on the ones that do have and the teachers’ view on the inclusion of these children. A case study was conducted in a Spanish public primary school that has an inclusive pedagogical project. Semi-structured interviews and questionnaires were used to explore the participants’ views on the inclusion of children with mental health disorders. The results show that the psychopathological disorders work as differentiating elements, although most of the children have shown an openly integrative and empathic attitude. The teachers pinpoint the difference in the children that have a diagnosis of mental disorder and fail to recognize or question the pathologization of the childhood, its consequences and the role of the school. Key words: Pathologization of childhood, medicalization of childhood, inclusive schools, mental health discourses, special educational needs.
Highlights
Inclusion in education means recognising and accepting all students‟ particularities, motivations, abilities and educational needs
Considering the growing pathologization of childhood, attempt is made to know the view of the students that do not have any diagnosed mental disorder on the ones that do have and the teachers’ view on the inclusion of these children
Bearing in mind that coexistence among schoolchildren depends on the degree of labelling of what is normal and what is pathologically different (Graham, 2015), arises the need to enquire into the views and thoughts of children with no diagnosed pathology towards those who have mental health difficulties (MHD) (Bellanca and Pote, 2013)
Summary
Inclusion in education means recognising and accepting all students‟ particularities, motivations, abilities and educational needs. Amongst such particularities, we find the mental disorders, which, due to their growing prevalence, are an increasing topic of debate in the educational context. The inclusion of children with a diagnosed mental disorder requires an environment which accepts them and in which coexistence and difference can coincide. Bearing in mind that coexistence among schoolchildren depends on the degree of labelling of what is normal and what is pathologically different (Graham, 2015), arises the need to enquire into the views and thoughts of children with no diagnosed pathology towards those who have mental health difficulties (MHD) (Bellanca and Pote, 2013). It is clear that lack of information or biased/limited information on some aspects of the topic can create labelling, pigeonholing and stereotyping rather than fostering an understanding of each person‟s complexities
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