Am i disabled
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” Am I disabled”?. Mona Asbjørnslett Phd. Student Oslo University College [email protected] Children with disabilities negotiating every day lives. Aim of the presentation. Peter One Research question from my project Brief background Design Frame of references

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Am i disabled

” Am I disabled”?

Mona Asbjørnslett

Phd. Student

Oslo University College

[email protected]

Children with disabilities negotiating every day lives


Aim of the presentation

Aim of the presentation

  • Peter

  • One Research question from my project

  • Brief background

  • Design

  • Frame of references

  • Aim of the study

  • Participants

  • Results

  • Themes for discussion so far……..

2


Research questions

Research questions

  • What do children with disabilities express about participation in their every day life, and how could we understand participation from the childrens own experiences?


Peter 12 years old

Peter, 12 years old

”Am i disabled” ?

  • Diagnosed with learning disordres

  • Diagnosed with physical disability

    ”Disabled- I think they are worse than me…”


Background

Background

The aim of

  • Norwegian children with disabilities are attending schools in the community where they belong, according to rights of education and principals of equality(ref,1-2)

  • Only 0,5 % of the pupils in primary and secondary schools are attending spesial schools or classes, which is among the lowest in Europe (ref.3-4).

5


Design and method

Design and Method

  • Descriptiv design;

    Childrens expressions and experiences about every day lives are explored (also comments from parents and teachers underline some of the childrens perspectives)

  • Design following children with disabilities in the process of Trancissioning from primary to secondary school

  • Through this process 11 and 12 year old boys and girls become teenagers

  • Method; Life- form interviews asking about what happend yesterday (ref.5,6,7,8)

6


Frames of references theory

Frames of ReferencesTheory

The aim of

  • United Nations (UN); Convention on the Rights of the Child, article 12

    The right to forming his or her own views and the right to express those views freely in all matters affecting the child.(ref.11)

    Expressive selfhood (talk and body) (ref.9)

  • Phenomenology; Understanding entities from being with others (ref.10)

    ”Being ordinary kids within an average frame of reference to other kids and adults”

7


Aim of the study

Aim of the study

The Aim is to explore how children with defined disabilities experience and express participation in their every day lives, especially focusing on the transition from primary to secondary school.

8


Participants

Selection 2 (2010)-

11/12 year old children finnishing primary school, spring 2010

6 children

6 parents

3 professionals

Participants

Selection1 (2009)-

11/12 year old children finnishing primary school, spring 2009

10 children

10 parents

5 professionals

9


Results

Results

The results enlightens “the ordinary kid”

The results enlightens “the ordinary kid” with expectations conserning transitioning from primary to secondary school connected to friendships, getting grades, but also bad marks.

  • Some children bring up questions around work, which could be an orientation towards future situation or economical independence.

10


Results themes for discussion

ResultsThemes for discussion;

  • (1)Am I disabled?

    Disability are adult construct, childrens perspectives are excistential within an average everydayness with kids and adults

    “Otherness” are “others with disabilities”

    (2)I think I have to do so much

    Childrens challenges shows itself in being ordinary kids within everyday averageness at school, making friends, doing work and in ususal social practices

11


Conclusion

Conclusion

  • “Otherness” may be within adult thinking and constructions

  • Listening to childrens voices may give us some

    Exsistential answers to what participation in ordinary lives when living with a disability may be

12


References

References

(1)Opplæringslova. LOV-1998-07-17-61 Departement: KD (Kunnskapsdepartementet)

(2)Tøssebro J, Engan E, Ytterhus B. Har vi en inkluderende skole? In: Tøssebro J, Ytterhus B, editors. Funksjonshemmete barn i skole og barnehage. Oslo: Gyldendal Norsk Forlag AS; 2006

(3)I første rekke- forsterket kvalitet i grunnopplæringen for alle. 2003 (NOU).

  • Vislie L. From Integration to Inclusion: focusing global trends and changesin the western European societies. European Journal of Special Needs Education 2003;18:18.

    (5)Haavind, Hanne. Kjønn og fortolkende metode- metodiske muligheter i Kvalitativ forskning. Oslo: Gyldendal Norsk Forlag; 2007.

    (6)Andenæs A. Fra undersøkelsesobjekt til medforsker? Livsformsintervju med 4-5 åringer. Nordisk psykologi. 1991;43(4):18.

    (7)Gulbrandsen M. I barns hverdagsliv: en kulturpsykologisk studie av jenters og gutters utvikling. 1998.

    (8)Ulvik O, Skjær. Seinmoderne fosterfamilier. Unipub, editor. Oslo2007.

    (9)Käll L. Expressive selfhood. Copenhagen: University of Copenhagen;2006

    (10)Heidegger M. Being and time: Harper & Row, Publishers, Incorporated; 1962.

    (11)United Nations (UN). Convention on the Rights of the Child, article 12 (1989).


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