Growing up with disability in norway children s participation in school and leisure time
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Growing up with disability in Norway - children's participation in school and leisure time. Professional Practice and Children’s Participation Research Conference, 20 April 2012 Christian Wendelborg Research leader, Diversity and Inclusion , NTNU Samfunnsforskning AS

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Growing up with disability in norway children s participation in school and leisure time

Growing up with disability in Norway - children's participation in school and leisure time

Professional Practice and Children’s Participation

Research Conference, 20 April 2012

Christian Wendelborg

Research leader, Diversityand Inclusion, NTNU Samfunnsforskning AS

[email protected]


Agenda
Agenda

  • Growing up with disability in Norway

    • About the project

      • Background and setting

  • Participation in day-care and school life

    • Are disable children attending mainstream or segregated educational facilities?

    • Do disable children participate in ordinary classrooms together with their peers?

    • Do this change as the children grows older

  • Participation in leisure activities


Growing up with disability in norway
Growing up with disability in Norway

  • Initiated in 1998 and still running

    • Professor Jan Tøssebro

  • Point of departure

    • Ideology and policy gradually changed from the 1960 and onwards

    • “Normalization”, “Integration” Deinstitutionalization”

    • Dismantling of special boarding schools

    • From centralised control approach to one of providing support within a family framework

    • Disabled children growing up after the 1990s were the first generation to grow up “after normalisation”

  • How is it to grow up for children with disabilities and their families “after normalisation”?


Participation
Participation

  • Participation on arenas

    • Presence at the same arenas as their peers

  • Participation in activities

  • Social participation

    • social dimension of inclusion, underlining the importance of positive social interaction; acceptance, the perception of acceptance, and social relationships/friendships




Participation with peers in school2
Participation with peers in school

  • Children with disabilities participate seldom with their peers at school

  • Children with disabilities often get their education elsewhere than their peers


Disable children s participation in social activities
Disable children's participation in social activities

  • Children with disabilities participate less in social activities with peers than other children

  • A decrease in social participation is especially pronounced during the transition to secondary school

  • Disable youth report that organized leisure activities is not important, this may reflect:

    • Social and physical barriers

    • Stereotypes and prejudice

    • Lack of knowledge

  • Youth participate through technology - but not all


Participation in leisure time is dependent of participation in school
Participation in leisure time is dependent of participation in school

  • Leisure activities are often organized and spring out of the school’s structure and framework

  • Participation in school is important for participation in leisure activities

    • Educational arrangements predict social participation in leisure time and loneliness

    • Present educational arrangements may hinder social participation with peers

    • Transportation to/from school

      • Excluded from making informal appointments on the way home

    • Children who are marginalized in school less peer contact outside of school, because there is an overlap in social relations in school and leisure time


Children s participation
Children's participation

  • Educational arrangements in regular schools may obstruct the opportunities children with disabilities have for participating and interacting socially during leisure time and may further have a negative impact on their perceived social acceptance and peer intimacy.


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