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Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation
Stockholm University.
2007 (English)In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 22, no 4, 383-398 p.Article in journal (Refereed) Published
Abstract [en]

This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 'groups', with each group consisting of a student with physical disabilities aged 919 years, their main teacher and the relevant therapists from the local habilitation centre. Data were collected through semi-structured interviews, field observations and a review of relevant documents, including legislation. The results reveal a lack of cooperation between teacher and therapist which results in students with disabilities receiving suboptimal participatory arrangements in school. Differences in the perspectives of the teachers and therapists and in the way they act and perceive their responsibilities were anchored in institutional and societal documents and the distribution of resources. The implications for students with disabilities are discussed.

Place, publisher, year, edition, pages
2007. Vol. 22, no 4, 383-398 p.
Keyword [en]
Institutional ethnography, Pupils, Inclusion, Needs
National Category
Social Sciences
URN: urn:nbn:se:su:diva-56230DOI: 10.1080/09687590701337892ISI: 000247728000004OAI: diva2:410094
authorCount :3Available from: 2011-04-12 Created: 2011-04-12 Last updated: 2011-04-12Bibliographically approved

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