School inclusion of people with physical disabilities: The role of social interactions

Mírian Daniela Matos Campos Andrade,Cláudia Cristina Fukuda

doi:10.5964/ijpr.v10isupp1.239

Abstract

This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis on social interactions. Under this perspective, it was retrospectively analyzed the student's social position relative to their peers in order to identify elements that could contribute to the process of school inclusion of a physically disabled student. The theoretical reference had as input the bioecological model of human development followed by fundamental concepts of disability, social and educational inclusion. The social position of the person with disability related to her classmates in the classroom context was identified by means of sociometric test. The main results showed unfavorable social position of the student related to her peers and the lack of cohesion of the group as hindering her process of inclusion in the school. It was concluded that attitudinal barriers made it impossible her full integration in school. The possible impact of the poor quality of social interactions of the student for the student's development was discussed.

Highlights

This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis on social interactions
The Bronfenbrenner Bioecological Model of Human Development contributes to the understanding of the phenomenon of social inclusion of a physically disabled person in the school context, since, it adds what is proper and common in regard to the evolving specificities of the person and to its context and provide theoretical basis for understanding the interrelationships between these two elements that result in human development (Bronfenbrenner, 2011)
This study aimed to describe the process of school inclusion of a student with disabilities in a public school in the Federal District with an emphasis on social interactions

Summary

Introduction

This study sought out to understand the process of school inclusion of a student with physical disabilities in a public school in the Federal District of Brazil (Distrito Federal), with an emphasis on social interactions. The bio-ecological perspective calls for interaction between people face to face as a pontecial to produce proximal process This process establishes itself in a regular basis, lasting and bidirectional manner in direct environment where those involved understand their purpose and meaning and is the driving force to human development (Bronfenbrenner & Morris, 1998). In the school context the proximal processes may occur via the interaction of students with various educational players, with the symbols and objects of learning and among peers. Such that, interpersonal relations established in this context are significant for children and adolescents. The face to face interaction between people can be understood by dyads (research base) that can be established when a subject observes another's behavior; during the execution of joint operations; and durable interactive relations (Bronfenbrenner, 1979). Yunes and Juliano (2010) state that "dyadic interactions can develop mutual feelings of affection or disaffection and lasting interactions (primary dyads) exist even in the physical absence of the participants" (p. 357)

Objectives

Methods

Results

Conclusion