Micro-processes in social and learning activities at school generate exclusions for children with disabilities

Bjørg Fallang,Sigrid Østensjø,Ingvil Øien,Liv Mette Gulbrandsen

doi:10.1080/15017419.2016.1276472

Abstract

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.

Highlights

In the 1970s, Norway provided children with disabilities with the legal right to an education within mainstream schools (Nilsen 2010; Fasting 2012)
The After School Activity (ASA) usually arranged a trip to an outdoor neighbourhood recreational area
We explored everyday life activities in children’s first year at school, revealing a variety of situated activities that involved interactions between the child, peers and professionals

Summary

Introduction

In the 1970s, Norway provided children with disabilities with the legal right to an education within mainstream schools (Nilsen 2010; Fasting 2012). This policy implies that the education system is responsible for all children, and that teaching must be adjusted to each pupil’s ability and aptitude, which is the principle of ‘adapted teaching’ (Nilsen 2010). This policy was aimed at inclusion, a number of special education provisions both inside and outside the mainstream school were allowed. One line of discussion has examined the meanings that teachers in mainstream

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Conclusion