University studies in Sweden - voices of young students with disabilities

Author(s):

Lena Maria Lang

Conference:

ECER 2008

Network:

4. Inclusive Education

Format:

Paper

Session Information

04 SES 04B, Pupil Relationships

Paper Session

Time:

2008-09-10

16:00-17:30

Room:

AK2 135

Chair:

Helen Phtiaka

Contribution

The period between upper secondary school and higher education is still a critical period and the aim of the study was to highlight social participation and put an emphasis on responsibility and involvement. My objective was to determine access, entirely based on the students' view. Hence, interviews were carried out in a manner that encouraged the study group to be narrative. The study group includes students with a theoretical focus and they all had a severe physically disability. It will implicate a power- and system related theoretical framework which will have connection points with social responsibility at different group levels. In addition, individual involvement in line with current international conventions. The outcome shows a miscellaneous view concerning the responsibility to reach university studies. Different cooperation skills influence the individual's outlook to participate in higher education. An essential part of the outcome has been the responsibility collaboration between society-, organizations- and the individuals' perspective. Outcomes have been discussed with the theoretical framework as a foundation. The tentative conclusion of the study shows the value of cooperation, the value of dividing responsibilities and the value of continuity in time and room.

Expected Outcomes

Taking care of and build on students' experiences interrelate with both humanistic and democratic values. The tentative conclusion is that a powerful effort in a society, on a longitudinal basis, can be a favorable investment in a young generation, as well as for a society in general.

References

Allen, J. (1998). Theorising special education inside the classroom. In P. Haug & J. Tøssebro (Eds.), Theoretical perspectives on special education (pp. 115-126). Kristiansand: Høyskoleforlaget. Egelund, N., Haug P. & Persson B. (2006). Inkluderande pedagogik i skandinaviskt perspektiv Stockholm: Liber. Goffman, E. (1983). The interaction order. American Sociological Review, 48, 1-17. Lang, L. (2004). ... och den ljusnande framtid är vår ... Några ungdomars bild av sin tid vid riksgymnasium. Malmö Studies In Educational Sciences, No. 9. Ohlsson, L. (2003). Studentprojektet – möjligheter och begränsningar i studiesituatio-nen – psykiatriskt och neuropsykiatriskt funktionshindrade studenters studievillkor vid Lunds Universitet. www.lu.se/stu/studentinfo/handikappinfo.htm Skidmore, D. (2004). Inclusion: The Dynamic of School Development. London: Open University Press. Skrtic, T. (Ed.) (1995). Disability and democracy: Reconstructing (special) education for postmodernity. New York, NY: Teachers College Press. Thomas, G. & Loxley, A. (2001). Deconstructing special education and constructing inclusion. Buckingham: Open University press. Unesco. (1994). The Salamanca Statement and Framework for Action. On special needs education. Paris: UN Educational, Scientific and Cultural Organization. United Nations. (2006). Convention on the Rights of Persons with Disabilities and Optional Protocol. http://www.un.org/esa/socdev/enable/conventioninfo.htm Vetenskapsrådet. (2007). Reflektioner kring specialpedagogik - sex professorer om forskningsområdet och forskningsfronterna. Vetenskapsrådets rapportserie 5:2007.

Author Information

Lena Maria Lang

Malmö University

Åhus

186

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