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Participation at school as experienced by teenagers with physical disabilities.

The purpose of this study was to investigate the experiences that teenagers with physical disabilities have of their participation at school. Fourteen students from several locations in Norway aged between 13 and 18 years took part. Data were collected through focus-group interviews and individual i...

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Published in:Scandinavian Journal of Occupational Therapy Vol. 15; no. 3; pp. 153 - 162
Main Authors: Asbjørnslett M, Hemmingsson H
Format: research tables/charts Journal Article
Published: Springer Nature Sep2008
Online Access:View this record in EBSCOhost
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      dt: Sep2008
      vid: 15
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      pub: Springer Nature
      place: New York, New York
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        atl: Participation at school as experienced by teenagers with physical disabilities.
      aug:
        au:
          Asbjørnslett M
          Hemmingsson H
        affil: Program of Occupational Therapy, Health Sciences Faculty, Oslo University College, Oslo, Norway
      sug:
        subj:
          Interpersonal Relations In Adolescence
          Mainstreaming (Education)
          Student Experiences In Adolescence
          Students with Disabilities In Adolescence
          Adolescence
          Faculty-Student Relations
          Field Notes
          Focus Groups
          Functional Status
          Learning Environment
          Norway
          Purposive Sample
          Qualitative Studies
          Rehabilitation Centers
          Research Instruments
          School Accommodation
          Schools, Elementary
          Schools, Middle
          Schools, Secondary
          Self Concept
          Semi-Structured Interview
          Students, Elementary
          Students, High School
          Students, Middle School
          Thematic Analysis
          Wheelchairs
          Human
          Adolescent: 13-18 years
      ab: The purpose of this study was to investigate the experiences that teenagers with physical disabilities have of their participation at school. Fourteen students from several locations in Norway aged between 13 and 18 years took part. Data were collected through focus-group interviews and individual interviews. The analysis revealed three main themes: Just like the others-but not quite; Participation in terms of being where things actually happen and; Participation as student-teacher cooperation. A major finding was the importance the students put on being where things actually happen, this being regarded as being even more important than doing the same activities as the other students. Opportunities to increase cooperation by holding short meetings with teachers on how to solve both practical and learning problems promoted participation. The need to include the individual's experience in the concept of participation is discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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