By Ann Lewis
Kid's figuring out of incapacity is a necessary addition to the controversy surrounding the mixing of kids with exact wishes into traditional colleges. Taking the perspective of the youngsters themselves, it explores how students with critical studying problems and their non-disabled classmates engage. Ann Lewis examines what occurs whilst non-disabled little ones and students with serious studying problems interact on a regular basis over the process a yr. She additionally comprises the perspectives of kids operating in segregated designated schooling. From her findings, she attracts implications for constructing an inclusive ethos in faculties and different groups.
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Extra info for Children's Understanding of Disability
One explanation for this strong sense of difference may have been the rigid boundaries defining special and mainstream school groups. Because the children were in different schools it may have encouraged them to see themselves as very different from one another. This sense of difference diminished when the children were asked about their predictions for adult lives. Just over half predicted very similar adult lives for special and mainstream school children: to get married, have families, do a variety of jobs ranging from ‘cops’ (named by all the children), to boxers, bouncers, computer programmers, teachers, bankers and taxi drivers.
These staff also wanted to develop their pupils’ awareness of the needs of others. For staff from mainstream schools, specific aims included giving their pupils an insight into the lives of disabled children and young people. These insights were to come through working with children and young people from special schools. Similar goals have been put forward in a variety of link schemes and also in handicap awareness programmes in which pupils from mainstream schools are taught about disability. , 1990) includes a review of that project’s underlying principles.
One child in three named aspects of the curriculum as a liked feature of their special schools. These features encompassed reading, writing, maths, swimming and painting. The single most frequently mentioned aspect was a soft play area (these existed in both special schools). Many children talked in detail about materials and activities in the soft play areas. They Views of children in special education 39 Figure 11 Enjoying doing work at the mainstream school by Joanne (age 10) were also valued as a source of others’ envy.