Abstract
This paper is based on one part of an extensive research project, conducted in 1998–2002, into young disabled adults in Iceland who have grown up with the ideology of integration and inclusion enshrined in law. This is a qualitative study of the experience of being a young disabled adult (16–24 years old) in Icelandic upper-secondary schools, university or equivalent educational settings, in the job market and in society. Attention is focussed on the young peoples’ experiences of schooling in compulsory and upper-secondary schools, general education schools and classes, special schools, and in special classes. The study looks at how the structure and practice of the educational environment, including the organization of teaching, learning and evaluation, and students experiences of participation in school community life, hinder or promote their full active participation in school. This paper also discusses to what extent the young people's experiences of schooling prepare them for adulthood. The main conclusion indicates that schooling is a powerful agent for placing these young people on vastly different tracks, independent of their disability labels, either on a track that leads them to an interdependent adulthood or on a track within a special world for “eternal children”.
Highlights
This paper is based on one part of an extensive research project, conducted in 1998 Á/2002, into young disabled adults in Iceland who have grown up with the ideology of integration and inclusion enshrined in law
This paper is based on one part of an extensive research project, conducted over the period 1998Á/2002, into the world of young disabled adults in Iceland who have grown up with the ideology of integration and inclusion as the law of the land
This is a qualitative study of the experience of being a young disabled adult (16Á/24 years old) in Icelandic upper-secondary schools, university or equivalent educational settings, in the job market and in society (Bjarnason 2002a, 2004a)
Summary
*4 labelled intellectually disabled, 1 multi-disabled. $1 labelled multi-disabled. %3 labelled intellectually disabled, 1 physically disabled, 1 Asperger’s syndrome. §4 labelled intellectually disabled, 2 deaf, 1 physically disabled. ’7 labelled intellectually disabled, 5 physically disabled, 5 multi-disabled, 1 autistic. Eight of the young people in the sample were placed in general education classes both at compulsory and upper secondary levels These were all students primarily with physical disabilities. None of the disabled students in general classes at upper secondary school had specific learning problems, but all had significant needs for personal support, and for minor adaptation in the organization of the class work, tests or laboratory work. The common themes that emerged from their interviews centred around problems in special classes at upper secondary level These were problems of gaining admittance to school, the small unvaried group of schoolmates, lack of educational challenge, controlling or patronizing staff, good caring teachers, safety and security. Seven young people in the study who had been included in general education for most of their compulsory school years, moved into special class at upper secondary level, varied in their contentment. He dropped out of school, and found a place at a sheltered workshop
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