Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63551538" target="_blank" >RIV/70883521:28150/22:63551538 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.iier.org.au/iier32/hankova-abs.html" target="_blank" >http://www.iier.org.au/iier32/hankova-abs.html</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities

Popis výsledku v původním jazyce

This qualitative study examines obstacles hindering social inclusion into mainstream classes from the perspective of Czech high school students with congenital physical disabilities. Data obtained from in-depth interviews were subjected to a situational analysis, with results indicating that the participants (N=10) perceived as challenging their social inclusion into mainstream classes, which took place in four phases. The study participants reported three elements which can be seen as barriers to their social inclusion: (1) their classmates’ lack of information regarding special educational needs, even not being informed that a such a student would be joining the class; (2) the presence of an assistant in the classroom; and (3) the lack of out-of-school interactions of the participants with their classmates. To avoid these challenges and to facilitate the social inclusion of students with disabilities into the class, it is recommended to concentrate on anticipative psychosocial class preparation as well as on strengthening social interactions based on cooperative learning and disability awareness techniques.

Název v anglickém jazyce

Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities

Popis výsledku anglicky

This qualitative study examines obstacles hindering social inclusion into mainstream classes from the perspective of Czech high school students with congenital physical disabilities. Data obtained from in-depth interviews were subjected to a situational analysis, with results indicating that the participants (N=10) perceived as challenging their social inclusion into mainstream classes, which took place in four phases. The study participants reported three elements which can be seen as barriers to their social inclusion: (1) their classmates’ lack of information regarding special educational needs, even not being informed that a such a student would be joining the class; (2) the presence of an assistant in the classroom; and (3) the lack of out-of-school interactions of the participants with their classmates. To avoid these challenges and to facilitate the social inclusion of students with disabilities into the class, it is recommended to concentrate on anticipative psychosocial class preparation as well as on strengthening social interactions based on cooperative learning and disability awareness techniques.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Issues in Educational Research

ISSN

0313-7155

e-ISSN

1837-6290

Svazek periodika

32

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

22

Strana od-do

960-981

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85139066442