“I want to be here because it’s a school for normal children”: understanding inclusion from the perspective of students with intellectual disabilities.
AbstractThis qualitative study explores how students with intellectual disabilities experience inclusion in a mainstream school setting in Germany. Data were collected through a focus group discussion and individual semi-structured interviews. The study involved six participants, aged 12–14, all wit...
| Publicado en: | International Journal of Developmental Disabilities pp. 1 - 13 |
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| Formato: | Journal Article |
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Taylor & Francis Ltd
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=187711464&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 187711464 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Aug2025 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 187711464 10.1080/20473869.2025.2552741 187711464 ppf: 1 ppct: 12 formats: fmt: @attributes: type: P tig: atl: “I want to be here because it’s a school for normal children”: understanding inclusion from the perspective of students with intellectual disabilities. aug: au: Mihajlovic, Christopher affil: Rohräckerschulzentrum Esslingen sug: ab: AbstractThis qualitative study explores how students with intellectual disabilities experience inclusion in a mainstream school setting in Germany. Data were collected through a focus group discussion and individual semi-structured interviews. The study involved six participants, aged 12–14, all with mild to moderate intellectual disabilities. Based on deductive-inductive qualitative content analysis, three themes were constructed: (a) general statements on being included in mainstream school, (b) conceptualization of disability, and (c) special moments and situations. The participants’ narratives reveal that friendships and social relations play a crucial role in fostering participation in inclusive settings. Notably, participants with milder forms of intellectual disabilities more frequently report experiences of social rejection by peers without disabilities. Additionally, some participants seem to internalize specific ability assumptions associated with a certain impairment. These results suggest that fostering inclusive schooling requires a deeper, mutual understanding between students with and without intellectual disabilities, educators, and the wider school community of the nuanced impacts of (dis)ability. Comprehensive training in inclusive pedagogy and the consistent use of collaborative teaching practices can enhance this understanding, supporting responsive instruction that fosters meaningful participation and social inclusion for all learners. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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