Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities
Magdalena Hanková and Soña Kalenda
Tomas Bata University in Zlín, Czech Republic
This qualitative study examines obstacles hindering social inclusion into mainstream classes from the perspective of Czech high school students with congenital physical disabilities. Data obtained from in-depth interviews were subjected to a situational analysis, with results indicating that the participants (N=10) perceived as challenging their social inclusion into mainstream classes, which took place in four phases. The study participants reported three elements which can be seen as barriers to their social inclusion: (1) their classmates' lack of information regarding special educational needs, even not being informed that a such a student would be joining the class; (2) the presence of an assistant in the classroom; and (3) the lack of out-of-school interactions of the participants with their classmates. To avoid these challenges and to facilitate the social inclusion of students with disabilities into the class, it is recommended to concentrate on anticipative psychosocial class preparation as well as on strengthening social interactions based on cooperative learning and disability awareness techniques.
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|Authors: Dr Magdalena Hanková (corresponding author) works as a research fellow at the Research Centre of the Faculty of Humanities, Tomas Bata University in Zlín. She focuses on topical issues related to social aspects of inclusive education as well as the partner relationships of people with disabilities.|
Associate Professor Soña Kalenda works at the Research Centre of the Faculty of Humanities at Tomas Bata University in Zlín. She deals with the position of social workers within social services along with the quality of social services and transformation processes associated with deinstitutionalisation.
Please cite as: Hanková, M. & Kalenda, S. (2022). Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities. Issues in Educational Research, 32(3), 960-981. http://www.iier.org.au/iier32/hankova.pdf