Internalization of Disability as Social Phenomenon in Inclusive Education Reality

Author(s):

Alvyra Galkiene(presenting / submitting)

Conference:

ECER 2014

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 05 B, Theorising Inclusion: Disability, Identity and Participatory Democracy

Paper Session

Time:

2014-09-03

11:00-12:30

Room:

B014 Anfiteatro

Chair:

Elisabet Weedon

Contribution

Internalization of inclination of pupils’in inclusive education to acknowledge disability as a social phenomenon.

The research is based onrecognition that the interpretation of disability as a social phenomenon is shaped by social experiences in the situation of physical discomfort (Viluckienė, 2008). The interpretation of multidimensional social construct of disability emphasises respect for a person’s rights (Thomas, 2004, Bampi, Guilhem, Alves, 2010) and philosophical and ethical deliberations (Reindal, 2010, Mažeikienė, Ruškė, 2011).

The research aims to reveal aspects of internalization of the concept of disability that developsin inclusive education processes in pupils’ beliefs. When educating pupils with and without disabilities together, physical discomfort and cognitive differences are naturally highlighted in educational reality situations. One cannot deny that biophysical differences result in certain characteristicsof social participation just as socially built construct presents or restricts possibilities for a person with disability to participate in social processes. Scientific interpretation of experiences acquired in such relationship can expand the interpretation of education results,in the context of which inclination to recognize disability as a social phenomenon develops.

Research question:

Which pupils’ attitudes in inclusive education internalize the concept of disability as a social phenomenon?

Research object: deliberations on phenomena of disability by pupils and teachers in inclusive education.

The research results reveal that children with and without special needs learn communication strategies with the help from pedagogues (Terpstra, Tamura, 2008), they build relationships of friendship and partnership (Seymour, Reid, Bloom, 2010), perceive themselves and define boundaries of social participation (Huck, Kemp, Carter, 2010,Koster, Pijl, Nakken, Van Houten, 2010). Inclusive education environment, create conditions for full participation of all pupils.

Conceptual framework. In this research, the concept of disability as a social phenomenon is defined in three aspects: 1) emphasising the dignity of a person with disability, which is the ethical precondition for inclusive education (Fitch, 2009); 2) acknowledging personal otherness as a factor affecting interpersonal relationships (Green, 2007, Norwich, 2009); 3) visible participation in social processes as implementation of equal opportunities (Terzi, 2010).

The perception of dignity of a person with disability develops through the experience of pupils without disabilities. Watching feelings of their peers with disabilities and their emotional responses to various situations, the pupils get to know the inner world of the disabled. While acting together with them andproviding assistance they themselves send out emotional response to their peers’ feelings. Thus, in the interpersonal interaction, ethical, moral beliefs leading towards the perception of a person’s dignity develop. The reflections of pupils without disabilities regarding the dignity of their peers with disabilities highlight the particularities of expression of ethic precondition and its internalization in the social concept of disability.

Acceptance of person’s otherness and understandingabout its consequences is significant to both groups of pupils. Accepting a pupil’s otherness is also significant to the teacher’s professional decisionsleading the pupils towards the perception of social processes. Reflections and situation interpretations by both groups, pupils and teachers, reveal the dimension of interpersonal interaction in the concept of disability.

Participation in social processes embodies the realization of equal opportunities Pupils’ without disabilities perception of the possibilities of their peers with disabilities as well as their inclination to build open space for their participation presents the third dimension of social concept of disability. Teachers’ positive causal attribution enhances the image of pupil with disability as an active participant, at the same time marking the borders of the social construct of the concept of disability.

The expressedattitudes of pupils’in inclusive education on the three dimensions reveal the developing concept of disability as a social phenomenon as well as aspects of its internalization.

Method

Research methods. Case study strategy was used applying the qualitative meta-analysis method. The data from qualitative research carried out in 2009 - 2013 in a school that implements inclusive education is summarized in order to achieve greater reliability and conceptuality. The author of all the research, including the current one, is the same researcher who developed the model of the school and looked into processes taking place within its community. Phenomenological strategy was applied, Phenomenological research allows to analyse educational science and social phenomena without attempt to justify them with quantitative data but rather to see deep into the meanings of experiencing and interpreting the phenomena (Laverty, 2003, Cilesiz, 2011). Data collection methods: The unfinished sentences method was applied in order to evaluate the concept of dignity of a person with disability. 209 pupils without disability learning in 6th - 12th forms agreed to participate in the research. In order to analyse the concept of a person's otherness and possibilities to participate in social processes, the method of essay was used. The pupils presented deliberations on their possible role in building harmonious society. Essays were written by 73 pupils without disability and 11 pupils with movement and learning disabilities that learn in 8th - 12th forms. In order to reveal the teachers' attitudes, individual in-depth interviews were used. The research included 9 teachers with vast experience in inclusive education, whose work experience in the school varied from 9 to 20 years. Data discussion. Research data analysis employed phenomenological hermeneutical strategy. Research environment. In 1993, shortly after the restoration of the independence of Lithuania, a “School for All” was established, implementing inclusive education. Continuous scientific research helpeddevelop educational model in the school, which later spread across Lithuania. In the school, up to 30 per cent of pupil community consists of people with special needs due to movement, visual, hearing disorders, learning disorders and mild mental retardation. They are educated in general classrooms together with pupils without disabilities. Together with subject teachers, there are also teacher assistants, special needs teachers, speech therapists, psychologists, a social pedagogue, and physical therapists available. Curriculum is personalized according to the pupils’ personal needs, educational methods encouraging co-operation between pupils with different possibilities are used, relationships within the community are based on societarian values.

Expected Outcomes

The results of the research revealed that in a school implementing inclusive education, disability is interpreted as a social phenomenon. The participation of people with disabilities in inclusive education activities encourages the explication and internalization of societarian values, which prove the essence of social construct rather than biological one. The results of the research show that perception of a person’s dignity in pupils without disabilities is based on the recognition of people’s equal value. There is an evident inclination to build interpersonal relationships on the value of respect, to create friendly relationships with the pupils with movement disabilities, to strengthen relationships of assistance and support with the pupils with learning disorders. When acting, pupils with disabilities experience the sense of otherness; however, it does not encourage them to retreat and shut within themselves. Their deliberations show a clear inclination to control the situations of otherness by strengthening their body and building personal relationships based on responsibility and trust. Dialectically, without denying their actual situation, do the pupils move to discuss the meaning of one‘s existence, which obviously reflect knowledge that a person’s otherness does not alter the human essence. The phenomenon of otherness becomes a certain interpretation of “the norm”. The perception of the development of a harmonious society in the pupils with disabilities shows clear extrovert stance, openness to the environment and willingness to act in it. They see their life situation as an opportunity to change social attitudes. The teachers emphasize knowing and acknowledging personal differences of every child, they aim at establishing personal relationship with each pupil. They find assistance to the pupil important; however, it is based on anattitude that aims to prevent a pupil’s failure, and create equal conditions to all pupils to experience success in learning

References

1. Bampi, L. N. S., Guilhem, D. Alves, E. D. SocialModel: A NewApproachoftheDisabilityTheme. RevistaLatino-AmericanadeEnfermagem.2010, Vol. 18 Issue 4, p. 816 - 823. 2. Fitch, E. F. MoralPhilosophy, disability, andInclusiveEducation. PhilosiphicalStudiesinEducation. 2009, Vol. 40, p. 167 – 177. 3. Green, S. E. Componentsofperceived stigma andperceptionsofwell-beingamonguniversitystudentswithandwithoutdisabilityexperience. HealthSociologyReview. 2007, Vol. 16, Issues 3–4, p. 328–340. 4. Huck, S., Kemp, C., Carter, M. Self-concept of children with intellectual disability in mainstream settings. JournalofIntellectual&DevelopmentalDisability, 2010, Vol. 35, Issue 3, p. 141–154. 5. Koster, M., Pijl, S. J., Nakken, H., VanHouten, E. SocialParticipationofStudentswithSpecialNeedsinRegularPrimaryEducationintheNetherlands. InternationalJournalofDisability, DevelopmentandEducation. 2010, Vol. 57, Issue 1, p. 59–75. 6. Mažeikienė, N., Ruškė, J. neįgaliųjųorumosampratairugdymasišskirtingųteoriniųperspektyvų: nuoesencializmoikisocialiniokonstruktyvizmo. Specialusisugdymas, 2011, Vol. 1 Issue 24, p. 8 – 19. 7. Norwich, B. Dilemmasofdifferenceandtheidentificationofspecialeducationalneeds/disability: internationalperspectives. BritishEducationalResearchJournal. 2009, Vol. 35, Issue 3, p. 447–467. 8. Reindal, S. M. Redefiningdisability: a rejoinder to a critique. NordicJournalofAppliedEthics / Etikk i praksis. 2010, Vol. 4 Issue 1, p. 125-135. 9. Seymour, H., Reid, G., Bloom, A. Friendship in inclusive Physical Education. Adapted Physical Activity Quarterly. 2009, Vol. 23, Issue 3, p. 201 – 2019. 10. Terpstra, J., Tamura, R. Effective Social Interaction Strategies for Inclusive Settings. Early Childhood Education Journal. 2008, Vol. 35 Issue 5, p. 405 – 411. 11. Terzi, L. JusticeandEqualityinEducation: A CapabilityPerspectiveonDisabilityandSpecialEducationalNeeds. London: Continuum, 2010. 12. Thomas, C. Howisdisabilityunderstood? Disability&Society. 2004, Vol. 19, Issue 6, p. 569 – 583. 13. Viluckienė, J. “Iškūnyta” socialiniomodelionegaliossamprata. Filosofija. Sociologija. Lietuvosmokslųakademija, 2008.

Author Information

Alvyra Galkiene (presenting / submitting)

Lithuanian University of Educational Sciences

Faculty of Education

Vilnius

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