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首页> 外文期刊>European Journal of Special Needs Education >School placement and classroom participation among children with disabilities in primary school in Norway: a longitudinal study
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School placement and classroom participation among children with disabilities in primary school in Norway: a longitudinal study

机译：挪威小学残疾儿童的学校布局和课堂参与：一项纵向研究

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摘要

The purpose of this paper is to address changes in school placement and classroom participation with respect to children with disabilities of primary school age in Norway, as well as examining the factors which explain variation in school placement and classroom participation. School placement refers to whether children with disabilities attend regular school, while classroom participation refers to time spent in regular classrooms at regular schools. The analysis is based on longitudinal data drawn from surveys undertaken in 2003 and 2006, of parents of children with disabilities. Present findings suggest there are no major changes in school placement during primary school years, which is contrary to earlier findings. However, the amount of time children with disability are absent from regular classes does increase significantly as the children become older. Size of municipality population, type of disability and degree of impairment are the main factors which have an impact on school placement. In addition to these, the amount of special education also has an impact on classroom participation. There are small changes in mechanisms that lead children out of both regular schools and classrooms, during their primary school years. However, some of the identified factors strengthen in importance as the children become older. The apparent policy change for older children, from special school placement to an “out of class” practice, is discussed. It could be seen as regular schools' adaptation to the tension between the prevailing ideology of inclusion and schools' maintenance of existing practice.
机译：本文的目的是解决挪威小学年龄残疾儿童的学校布局和课堂参与的变化，并研究解释学校布局和课堂参与差异的因素。学校安置是指残疾儿童是否上正规学校，而课堂参与是指在正规学校的常规教室中度过的时间。该分析基于2003年和2006年对残疾儿童父母的调查得出的纵向数据。目前的调查结果表明，小学阶段的学校布局没有重大变化，这与之前的调查结果相反。但是，随着年龄的增长，残疾儿童缺勤的时间确实会大大增加。市政人口规模，残疾类型和损害程度是影响学校安置的主要因素。除此之外，特殊教育的数量也对课堂参与度产生影响。在小学阶段，导致儿童脱离正规学校和教室的机制有所变化。但是，随着孩子的长大，一些已确定的因素变得越来越重要。讨论了针对较大儿童的明显政策变化，从特殊学校安置到“课外活动”。可以认为这是正规学校适应了普遍的包容性意识形态与学校维持现有实践之间的张力。

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