Session Information
ERG SES B 01, Inclusive Education
Parallel Paper Session
Contribution
The concept of participation, defined as “involvement in a life situation” in the ICF-CY (WHO, 2007; Simeonsson, Simeonsson et al. 2008), is a core theme in the UN Convention on the Rights of Persons with Disability (UNRPCD) as well as a central issue of the human rights movement and its overall claim for equality in Europe and worldwide. Perceptions of participation receive special attention when the process of “being part of…” is associated with important societal processes like education, and even more inclusive education. Education for all is a political commitment that has been accepted as an important goal to be reached on a global level. Besides, defining participation as a core value in education, enhancement of participation has been regarded as a way to improve skill development of children with disabilites in different areas (Froude, McAleer, 2010, 119). Participation can therefore be regarded as an important concept in educational research.
Especially when looking at culturally diverse settings it is essential to clarify whether there is a global understanding and interpretation of participation as a term and in how far this understanding is being shared at different levels of stakeholders. The focus of the research project that will be presented lies on the participation of children with disabilities in schools in Vienna, Addis Ababa and Bangkok.
The fact that culture and gender make a difference regarding participation of children has already been discussed. (Engel-Yeger, Jarus, Law 2007) The questions that mattered in the course of ongoing field studies were how the concept of participation of children with disabilities (Egilson, Traustadóttir 2009; Coster, Kethani 2008) is conceived and how much relevance is attached to it in different cultures (Florian, Hollenweger 2006) among different people. Doing research in three countries which differ extremely in terms of culture and society, researchers face a multitude of challenges. The danger of not paying adequate attention to Western influences on concepts is one of the most demanding. Asking different individuals the same questions in different countries, in different settings does not necessarily lead to answers regarding the same content. Therefore, opening a discussion about the way a concept fits its surrounding and in which ways it can be understood is one of the major aims of this paper.
Method
Expected Outcomes
References
Coster, W.; Khetani, M. A. (2008): Measuring Participation of Children with Disabilities: Issues and challenges. In: Disability and Rehabilitation, 30(8), 639-648 Egilson, S. T.; Traustadóttir, R. (2009): Theoretical Perspectives and Childhood Participation. In: Scandinavian Journal of Disability Research 11(1), 51-63 Engel-Yeger, B.; Jarus, T.; Law, M. (2007): Impact of Culture on Children’s Community Participation in Israel. In: American Journal of Occupational Therapy, 61, 421–428 Florian, L.; Hollenweger J. et al. (2006): Cross-Cultural Perspectives on the Classification of Children With Disabilities: Part I. Issues in the Classification of Children With Disabilities. Journal of Special Education 40(1): 36-45 Galvin, J. ; Froude, E.H.; McAleer, J. (2010) Children´s participation in home, school and community life after acquired brain injury. In: Australian Occupational Therapy Journal, 57, 118-126 Simeonsson, R. J.; Simeonsson N. E. et al. (2008): International Classification of Functioning, Disability and Health for Children and Youth. A Common Language for Special Education. Disability Classification in Education. Issues and Perspectives. Florian L. and McLaughlin M. J. Thousand Oaks, Corwin Press: 207-226 WHO (2007): International Classification of Functioning, Disability and Health. Children & Youth Version. Geneva, World Health Organization
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