” 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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Oslo University College
Children with disabilities negotiating every day lives
”Am i disabled” ?
”Disabled- I think they are worse than me…”
The aim of
Childrens expressions and experiences about every day lives are explored (also comments from parents and teachers underline some of the childrens perspectives)
The aim of
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)
”Being ordinary kids within an average frame of reference to other kids and adults”
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.
Selection 2 (2010)-
11/12 year old children finnishing primary school, spring 2010
11/12 year old children finnishing primary school, spring 2009
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.
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
Exsistential answers to what participation in ordinary lives when living with a disability may be
(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).
(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).