Inclusive strategies and bureaucratic organisations in integrated and segregated school systems
Abstract
The aim of this work has been to study the school situation of students with motor disabilities focusing concepts like integration, segregation, inclusion and self‐reliance. Interviewing students, parents and teachers has been the dominant method. The result indicated that schools which had a variation of students – for example in ethnic and socio‐cultural backgrounds – were better able to adapt themselves to students with disabilities and their educational needs. Schools with homogeneous student population seemed more liable to use segregated solutions when problems arose. One conclusion in this study is that the issues of integration contra segregation are not crucial to the students opportunities for participation and co‐determination, but rather forms of organization and co‐operation within the framework of the respective system.
DOI: https://doi.org/10.1080/15017410109510767 | Journal eISSN: 1745-3011
Language: English
Page range: 38 - 55
Published on: Jul 1, 2001
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2001 Eva Heimdahl Mattson, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.