Students negotiating the borders between general and special education classes : an ethnographic and participatory research study

Show full item record



Permalink

http://hdl.handle.net/10138/310438

Citation

Riitaoja , A-L , Helakorpi , J & Holm , G 2019 , ' Students negotiating the borders between general and special education classes : an ethnographic and participatory research study ' , European Journal of Special Needs Education , vol. 34 , no. 5 , pp. 586-600 . https://doi.org/10.1080/08856257.2019.1572093

Title: Students negotiating the borders between general and special education classes : an ethnographic and participatory research study
Author: Riitaoja, Anna-Leena; Helakorpi, Jenni; Holm, Gunilla
Contributor: University of Helsinki, Centre of Excellence in Research on Ageing and Care
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2019-10-20
Language: eng
Number of pages: 15
Belongs to series: European Journal of Special Needs Education
ISSN: 0885-6257
URI: http://hdl.handle.net/10138/310438
Abstract: Although Finnish basic education is based on inclusion, 37% of students receiving special support still study in either separate schools or separate classes in comprehensive schools. In this study we explore how policies of inclusion are implemented in a school with separated special educational needs (SEN) and general education (GE) classes. More specifically we conducted a two-year ethnographic study focusing particularly on exclusion and the sense of belonging in a lower secondary school (students aged 13–16) in the capital region of Finland. During the fieldwork, several students attending the SEN-class expressed an interest in changing from the SEN-class to a GE-class, or in breaking the borders between SEN and GE classes in other ways. As part of the negotiations with the school, students who criticised the GE- and SEN-class division were offered an opportunity to transfer to GE-classes but in the end, all of them wanted to stay in the SEN-class. In this investigation, we focus on the students’ reasoning and the teachers’ reactions when students negotiate the borders between SEN and GE-classes. In this study we found a clash between integration and inclusive thinking.
Subject: 516 Educational sciences
Special educational needs
exclusion
inclusion
integration
ethnography
collaborative research
INCLUSION
SCHOOLS
VIEWS
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
Students_Negoti ... cial_Education_Classes.pdf 992.8Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record