Micro-processes in social and learning activities at school generate exclusions for children with disabilities
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.
DOI: https://doi.org/10.1080/15017419.2016.1276472 | Journal eISSN: 1745-3011
Language: English
Page range: 269 - 280
Submitted on: Jul 3, 2015
Accepted on: Dec 13, 2016
Published on: Jan 3, 2017
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
© 2017 Bjørg Fallang, Ingvil Øien, Sigrid Østensjø, Liv Mette Gulbrandsen, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.