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.

KEYWORDS:

• Social participation
• disability
• inclusive education
• therapy
• mainstream school

Acknowledgements

The authors would like to thank the children, their parents, and professionals who participated in this project. This work is part of the interdisciplinary research project, Professional practices and children’s participation affiliated at Oslo and Akershus University College of Applied Sciences, which has contributed inspiration and support.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Bjørg Fallang, PT, PhD, Associate professor at Oslo and Akershus Univerity College, Department of Physiotherapy, in Master program and advanced courses in Physiotherapy for children and youth. Her research interests includes development in infants born preterm and/or “at risk”, children with disabilities and their social participation in everyday life, professional work involving child participation.

Ingvil Øien, PT, Associate professor at Oslo and Akershus Univerity College, Department of Physiotherapy, in Master program and advanced courses in Physiotherapy for children and youth. Her research interests includes child development, Pediatric rehabilitation, child and youth social participation, professional work involving child participation and communication.

Sigrid Østensjø, PT, PhD, Associate professor at Oslo and Akershus Univerity College, Department of Physiotherapy, Master program in Rehabilitation. Her research interests includes Pediatric rehabilitation, Cerebral palsy, childrens social participation in everyday life, and ICF (international classification of function, disability and health).

Liv Mette Gulbrandsen, Dr Psychol, PhD, Professor at Oslo and Akershus University College, Faculty of Social Science, head of master program in social work. Her research interests includes Developmental and cultural psychology, gender, intersectionality, children and youth social participation, professional work involving child participation.

ORCID

Sigrid Østensjø http://orcid.org/0000-0002-7418-2973

Additional information

Funding

This work was supported by the Research Council of Norway, under [grant number 182711] and by Oslo and Akershus University College of Applied Sciences.