Abstract
The aim of this study was to describe and try to understand how temporal structures in school setting influence the performance of daily school tasks for pupils with physical disabilities. Seven pupils between 7 and 15 years of age were included. Data were collected through field observations and semi‐structured interviews with pupils and each pupil’s teacher. The findings show that pupils with disabilities often did not have the time to perform regular daily school activities such as reading and writing. The pupils’ time problems were to a large extent influenced by the teaching styles. Four teaching styles were identified. The number of pupils in the class seemed to influence the teacher’s choice of teaching style. Variation in teaching styles also could be understood in relation to how teachers handled an educational dilemma that was discovered. Implications of the study on teaching and learning in relation to pupils with physical disabilities are discussed.
Highlights
Abstract:The aim of this study was to describe and try to understand how temporal structures in school setting influence the performance of daily school tasks for pupils with physical disabilities
Each studied pupil's time problems seemed to a large extent to depend on the kind of teaching that was applied in the classroom
Each pupil's opportunities to carry out a specific task by her/himself depended to a great extent on the existing temporal pattern, generated by the current teaching style
Summary
Abstract:The aim of this study was to describe and try to understand how temporal structures in school setting influence the performance of daily school tasks for pupils with physical disabilities. When performing daily tasks in school, pupils with physical disabilities are often described as needing more time, compared to their able bodied peers (Bille & Olow, 1996; Paulsson & Grip, 1976; McHale & Cermak, 1992). One of the main problems for the pupils with physical disabilities who had moved into a special educational class was their inability to keep the same pace as their able bodied peers (Paulsson, 1980). In a strong frame the teacher is the one who decides the selection, the organisation, the pacing, and the timing of the pupils' work and vice versa
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