Micro-processes in social and learning activities at school generate exclusions for children with disabilities
Sammanfattning
This study explores children’s everyday life activities in their first year at
school, revealing a variety of situated activities that involved interactions
between the child, peers and (para) professionals. We sought to
examine how a child with a disability encounters opportunities and
space for participation in these peer interactions and multi-professional
encounters. We observed eight children with disabilities (six years of
age) in a primary mainstream school and conducted interviews/dialogue
with the children, professionals and paraprofessional assistants.
Observation of a variety of activities revealed that seemingly
insignificant processes of exclusion during the day could have
implications far beyond the singular situations. Professional actions to
support the child with a disability may produce micro-processes that
hamper participation. The study’s key messages include the need to pay
attention to how socio-material and pedagogical environments are
organized and to use observational sensitivity to the micro-processes at
play during the school day to improve the learning environment for all
children.