Student-environment fit for students with physical disabilities
Author: Hemmingsson, Helena
Date: 2002-08-30
Location: Pontus, sal 263, Alfred Nobels alle 12, Campus Syd, Huddinge/Flemingsberg
Time: 9.00
Department: Institutionen för klinisk neurovetenskap / Department of Clinical Neuroscience
Abstract
The overall aim of the research presented here was to identify and
explore aspects of the school environment that influence the
participation of students with physical disabilities. The first study
examined the reliability and validity of the School Setting Interview
(SSI), which is a new assessment still under development. The results
showed that the inter-rater reliability was good or very good and that
the SSI was able to accurately identify those students who needed to have
adjustments made for them. An examination of the content validity
indicated that the items included were adequate for the assessment's
intended purpose. In a continuation of this research, the SSI was used to
identify adjustment needs for students with severe physical disabilities
attending a specially adapted upper secondary school. The results showed
that most unmet needs were connected to writing, examinations and
reading. Overall, 39 % of the needs for adjustments that had been
identified were unmet by the school. It is suggested that one describes
adjustments at three different levels in relation to the students who
have access to them: a general one, a group one, and an individual one.
The SSI was then used to investigate environmental barriers in regular
schools. Simultaneously, an investigation was made of how gender,
diagnosis, academic grade, the availability of an assistant and the level
of locomotion were related to how well the environment suited the
students. It was demonstrated that the way in which activities are
organised and carried out in school is the area in need of most
improvement to promote the participation of students with physical
disabilities. The findings also suggest that the older students with
disabilities and those who do not have access to an assistant should be
prioritised when adjustments are being made.
The next stage of the study was to investigate how temporal structures in
the school setting influenced the schoolwork of students with
disabilities. It was found that the teaching style determined the pace
and defined the temporal pattern in the classroom. Four teaching styles
were identified with different influences on the students' opportunities
to participate. An educational dilemma was discovered regarding how best
to provide equal learning opportunities for students with physical
disabilities; this is discussed. Finally, research was conducted to
increase the understanding of how the presence of an assistant in school
influences the participation of students with physical disabilities. It
was revealed that assistance was arranged to promote participation in
learning, while the students themselves often prioritised social
participation with peers. The pupils had limited influence over the
assistance provided and little control over when and how support was
given. In turn, these diverging priorities and the lack of influence
sometimes precluded appropriate assistance being given to the students
with disabilities, thereby affecting their overall opportunities to
participate in class.
In summary, this thesis revealed that the organisation of activities,
teaching styles and the provision of assistance were aspects of the
social environment that especially influenced students' opportunities to
participate. The ambiguity and complexity of facilitating participation
also created dilemmas where the provision of support intended to
facilitate participation might threaten another aspect of participation.
On the basis of the results, a definition of participation is suggested
that incorporates performance and the students' feeling of involvement
and belonging, as well as the students' opportunities for
decision-making.
List of papers:
I. Hemmingsson H, Borell L (1996). "The development of an assessment of adjustment needs in the school setting for use with physically disabled students." Scandinavian Journal of Occupational Therapy 3: 156-62
II. Hemmingsson H, Borell L (2000). "Accommodation needs and student-environment fit in upper secondary schools for students with severe physical disabilities. " Can J Occup Ther 67(3): 162-72
Pubmed
III. Hemmingsson H, Borell L (2002). "Environmental barriers in mainstream schools." Child, Care, Health and Development 28: 57-63
IV. Hemmingsson H, Borell L, Gustavsson A (1999). "Temporal aspects of teaching and learning - implications for pupils with physical disabilities." Scandinavian Journal of Disability Research 1: 26-33
V. Hemmingsson H, Borell L, Gustavsson A (2002). "Participation in school through assistance-opportunities and hinder for pupils with disabilities." Occupational Therapy Journal of Research (Accepted)
I. Hemmingsson H, Borell L (1996). "The development of an assessment of adjustment needs in the school setting for use with physically disabled students." Scandinavian Journal of Occupational Therapy 3: 156-62
II. Hemmingsson H, Borell L (2000). "Accommodation needs and student-environment fit in upper secondary schools for students with severe physical disabilities. " Can J Occup Ther 67(3): 162-72
Pubmed
III. Hemmingsson H, Borell L (2002). "Environmental barriers in mainstream schools." Child, Care, Health and Development 28: 57-63
IV. Hemmingsson H, Borell L, Gustavsson A (1999). "Temporal aspects of teaching and learning - implications for pupils with physical disabilities." Scandinavian Journal of Disability Research 1: 26-33
V. Hemmingsson H, Borell L, Gustavsson A (2002). "Participation in school through assistance-opportunities and hinder for pupils with disabilities." Occupational Therapy Journal of Research (Accepted)
Issue date: 2002-08-09
Publication year: 2002
ISBN: 91-7349-276-0
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