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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