Socio-material practices in classrooms that lead to the social participation or social isolation of
disabled pupils
Engelsk titel: Socio-material practices in classrooms that lead to the social participation or social isolation of
disabled pupils
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Författare:
Söderström, Sylvia
Email: sylvia.soderstrom@hist.no
Språk: Eng
Antal referenser: 38
Dokumenttyp:
Artikel
UI-nummer: 16043607
Sammanfattning
Classrooms are comprised of people, relationships, tools, and technologies, which together
constitute the socio-material practices of the classroom. This paper investigates how such socio-
material practices influence disabled pupils' opportunities for participation in classroom activities.
The paper draws on a qualitative observation study with 14 disabled pupils aged 11–15 years. An
actor-network theory perspective was employed in this paper, and the analytical process was
inspired by an interpretive content analysis approach. The paper's findings highlight the significance
of how education is organized for disabled pupils and how disability and assistive technologies (AT)
are perceived. Thoughts and beliefs underlying these phenomena were found to be displayed
through (1) location in the classroom, (2) teaching strategies, and (3) implementation of AT. The paper
concludes that classroom socio-material practices place disabled pupils in a constant flow into and
out of social participation and social isolation.