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Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities

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dc.title Social inclusion into mainstream classes: Voices of high school students with congenital physical disabilities en
dc.contributor.author Hanková, Magdalena
dc.contributor.author Kalenda, Soňa
dc.relation.ispartof Issues in Educational Research
dc.identifier.issn 1837-6290 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2022
utb.relation.volume 32
utb.relation.issue 3
dc.citation.spage 960
dc.citation.epage 981
dc.type article
dc.language.iso en
dc.publisher Institutes for Educational Research in NSW, SA and WA
dc.relation.uri https://www.iier.org.au/iier32/hankova-abs.html
dc.relation.uri https://search.informit.org/doi/epdf/10.3316/informit.654440181938076
dc.relation.uri https://www.iier.org.au/iier32/hankova.pdf
dc.description.abstract 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. © 2022, Western Australian Institute for Educational Research Inc.. All rights reserved. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1011174
utb.identifier.obdid 43883746
utb.identifier.scopus 2-s2.0-85139066442
utb.source j-scopus
dc.date.accessioned 2022-10-18T12:15:17Z
dc.date.available 2022-10-18T12:15:17Z
dc.rights Attribution-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Hanková, Magdalena
utb.contributor.internalauthor Kalenda, Soňa
utb.fulltext.affiliation Magdalena Hanková and Soňa Kalenda Tomas Bata University in Zlín, Czech Republic 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. ORCID: https://orcid.org/0000-0003-3933-9370 Email: hankova@utb.cz Associate Professor Soňa 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. ORCID: https://orcid.org/0000-0002-3147-0457 Email: sona.kalenda@osu.cz
utb.fulltext.dates -
utb.fulltext.sponsorship -
utb.scopus.affiliation Faculty of Humanities, Tomas Bata University in Zlín, Czech Republic
utb.fulltext.projects -
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.faculty Faculty of Humanities
utb.fulltext.ou Research Centre
utb.fulltext.ou Research Centre
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