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Även solen har sina fläckar- en studie om integrering, segregering och kategorisering av elever med fysiska funktionshinder

Levin, Lena LU (2010) SOPA63 20092
School of Social Work
Abstract
In Swedish law it is an ambition that as many students as possible should attend regular schools and that the Swedish school should be a school for all. But the integration of students with disabilities in a class with non-disabled students can lead to feelings of alienation, to be outside and different from the others. The purpose of this study was to examine what thoughts young people with physical disabilities had before the choice of high school. The aim was also to examine their experiences of going to integrated classes with students without disabilities, or to segregated classes with only disabled students. The study was based on a qualitative, semi-structured group interview consisting of five young adults with physical... (More)
In Swedish law it is an ambition that as many students as possible should attend regular schools and that the Swedish school should be a school for all. But the integration of students with disabilities in a class with non-disabled students can lead to feelings of alienation, to be outside and different from the others. The purpose of this study was to examine what thoughts young people with physical disabilities had before the choice of high school. The aim was also to examine their experiences of going to integrated classes with students without disabilities, or to segregated classes with only disabled students. The study was based on a qualitative, semi-structured group interview consisting of five young adults with physical disabilities who previously had gone to a nationwide high school for young people with disabilities. Interview questions addressed the advantages and disadvantages of attending integrated or segregated classes, and how this affected the students' social identity. The analysis used two theories, the normalization and stigmatization theories to explain the results that emerged and to put them into a proper context. Also other literature and previous research studies relevant to the subject were used. In conclusion, the study showed that the respondents felt a more negative treatment in the segregated class than they experienced in the regular class, mainly because they felt that lower standards of education were expected from them. At the same time the answers from the respondents' showed the importance of having someone to identify themselves with. It also became clear in this study that they appreciated the fellowship and understanding from other students in similar circumstances in the segregated class. In the regular class, it was important for students to get classmates who were not disabled, which showed the desire to not be categorized by their disability, but to be treated as "normal" adolescents. (Less)
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author
Levin, Lena LU
supervisor
organization
alternative title
Also the sun has its spots: A study on integration, segregation and categorisation of students with physical disabilities.
course
SOPA63 20092
year
type
M2 - Bachelor Degree
subject
keywords
segregation, integration, Keywords: physical disabilities, school
language
Swedish
id
1529880
date added to LUP
2010-01-25 14:50:39
date last changed
2010-01-25 14:50:39
@misc{1529880,
  abstract     = {In Swedish law it is an ambition that as many students as possible should attend regular schools and that the Swedish school should be a school for all. But the integration of students with disabilities in a class with non-disabled students can lead to feelings of alienation, to be outside and different from the others. The purpose of this study was to examine what thoughts young people with physical disabilities had before the choice of high school. The aim was also to examine their experiences of going to integrated classes with students without disabilities, or to segregated classes with only disabled students. The study was based on a qualitative, semi-structured group interview consisting of five young adults with physical disabilities who previously had gone to a nationwide high school for young people with disabilities. Interview questions addressed the advantages and disadvantages of attending integrated or segregated classes, and how this affected the students' social identity. The analysis used two theories, the normalization and stigmatization theories to explain the results that emerged and to put them into a proper context. Also other literature and previous research studies relevant to the subject were used. In conclusion, the study showed that the respondents felt a more negative treatment in the segregated class than they experienced in the regular class, mainly because they felt that lower standards of education were expected from them. At the same time the answers from the respondents' showed the importance of having someone to identify themselves with. It also became clear in this study that they appreciated the fellowship and understanding from other students in similar circumstances in the segregated class. In the regular class, it was important for students to get classmates who were not disabled, which showed the desire to not be categorized by their disability, but to be treated as "normal" adolescents.},
  author       = {Levin, Lena},
  keyword      = {segregation,integration,Keywords: physical disabilities,school},
  language     = {swe},
  note         = {Student Paper},
  title        = {Även solen har sina fläckar- en studie om integrering, segregering och kategorisering av elever med fysiska funktionshinder},
  year         = {2010},
}