Democracy or Fellowship and Participation with Peers: What Constitutes One's Choice to Self-Segregate?

Autor/in	Snipstad, Øyvind Ibrahim Marøy
Titel	Democracy or Fellowship and Participation with Peers: What Constitutes One's Choice to Self-Segregate?
Quelle	In: European Journal of Special Needs Education, 34 (2019) 3, S.355-368 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Snipstad, Øyvind Ibrahim Marøy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1520493
Schlagwörter	Peer Relationship; Democracy; Student Participation; Inclusion; Student School Relationship; Students with Disabilities; Intellectual Disability; Self Concept; Preferences; Self Determination; Withdrawal (Psychology); Social Environment; Females; Foreign Countries; Early Adolescents; Security (Psychology); Classroom Environment; Individual Needs; Special Education; Teacher Student Relationship; Norway + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Demokratie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Schüler-Lehrer-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Selbstkonzept; Selbstbestimmung; Rückzugsverhalten; Soziales Umfeld; Weibliches Geschlecht; Ausland; Security; Psychology; Sicherheit; Klassenklima; Unterrichtsklima; Special needs education; Sonderpädagogik; Sonderschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Norwegen
Abstract	Democracy in an inclusive discourse in education relates to all children's rights to comment upon and influence matters concerning their interest in education. The article's empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school, which results in her often choosing to segregate herself from the fellowship with peers. This creates a dilemma for the school, which is faced with the question of overruling her decision in favour of other aspects of inclusion such as fellowship and participation or to continue supporting her decision to segregate. Based on theoretical contributions by Ian Hacking and Lev Vygotskij, this article discusses how schools and teachers approach children that are categorised as intellectually disabled and how the category influences the construction of their identity. Further, constructions of identity govern how the child views themselves and their surroundings. How they understand themselves in relation to the context and situations they are part of will ultimately affect what needs, wishes and compensation strategies the child develops. Studying the structures at play might contribute to further understanding about what causes a child to decide in a manner that conflicts with dimensions of inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01