A Study on the Inclusion of Deafblind Young People in Mainstream Schools: Key Findings and Implications for Research and Practice

Autor/in	Kamenopoulou, Leda
Titel	A Study on the Inclusion of Deafblind Young People in Mainstream Schools: Key Findings and Implications for Research and Practice
Quelle	In: British Journal of Special Education, 39 (2012) 3, S.137-145 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2012.00546.x
Schlagwörter	Students; Young Adults; Deaf Blind; Inclusion; Mainstreaming; Regular and Special Education Relationship; Case Studies; Interpersonal Relationship; Interviews; Teacher Attitudes; Parent Attitudes; Student Attitudes; Peer Relationship; Interaction; Observation; Foreign Countries; Secondary Schools; United Kingdom + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Young adult; Junger Erwachsener; Mehrfach Behinderter; Inklusion; Case study; Fallstudie; Case Study; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Lehrerverhalten; Elternverhalten; Schülerverhalten; Peer-Beziehungen; Interaktion; Beobachtung; Ausland; Sekundarschule; Großbritannien
Abstract	This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under-explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi-structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10