Where are the children's experiences? Analysing social and cultural exclusion in 'special' and 'mainstream' schools
By: Davis, J.M.
Contributor(s): Watson, N.
Series: Disability & Society 16 (5) 2001: 671-687.Publisher: 2001Content type: text Media type: unmediated Carrier type: volume Subject(s): DISCRIMINATION | EDUCATIONAL POLICY | EXPERIENCES | INCLUSIVE EDUCATION | MAINSTREAMING | SOCIAL ISOLATION | SPECIAL EDUCATIONSummary: In this paper the authors employ ethnographic data to illustrate that children with a disability encounter discriminatory notions of 'normality' and 'difference' in both 'special' and 'mainstream' schools, and that these experiences relate to both the structural forces in schools, and the everyday individual and cultural practices of adults and children. This paper examines the everyday life experiences of adults and children with a disability from their own perspective. The authors argue that schools will be prevented from becoming fully inclusive until adults who control schools take account of children's views of specific educational processes and until educational policy makers adopt a more nuanced multi-level approach to inclusion. Children should be enabled to challenge the structural, cultural and individual conditions which create disability. [AJ].Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 14388 |
In this paper the authors employ ethnographic data to illustrate that children with a disability encounter discriminatory notions of 'normality' and 'difference' in both 'special' and 'mainstream' schools, and that these experiences relate to both the structural forces in schools, and the everyday individual and cultural practices of adults and children. This paper examines the everyday life experiences of adults and children with a disability from their own perspective. The authors argue that schools will be prevented from becoming fully inclusive until adults who control schools take account of children's views of specific educational processes and until educational policy makers adopt a more nuanced multi-level approach to inclusion. Children should be enabled to challenge the structural, cultural and individual conditions which create disability. [AJ].
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