Disabled and Successful: Education in the Life Stories of Disabled High Achievers

Autor/inn/en	Shah, Sonali; Travers, Cheryl; Arnold, John
Titel	Disabled and Successful: Education in the Life Stories of Disabled High Achievers
Quelle	In: Journal of Research in Special Educational Needs, 4 (2004) 3, S.122-132 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2004.00027.x
Schlagwörter	Special Schools; Foreign Countries; Educational Experience; High Achievement; Role of Education; Educational Benefits; Mainstreaming; Regular and Special Education Relationship; Accessibility (for Disabled); Community Based Instruction (Disabilities); Developmental Studies Programs; Special Needs Students; Phenomenology; Personal Narratives; Educational Attitudes; Social Psychology; United Kingdom + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Ausland; Bildungserfahrung; Bildungsauftrag; Bildungsertrag; Accessibility; Zugänglichkeit; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Sonderpädagogischer Förderbedarf; Phenomenological psychology; Phänomenologie; Psychologie; Erlebniserzählung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Sozialpsychologie; Großbritannien
Abstract	There has been much debate concerning the pros and cons of special and mainstream education for young people with a disability. This paper adds data to this debate by reporting the educational experiences of 20 high-achievers with congenital disabilities who live in the United Kingdom and were born between 1950 and 1970. It presents personal accounts of the high-achievers' perceptions of how their education, which was either purely in special schools, in mainstream schools or a combination of both, had influenced their transition to adulthood. While those who attended special school considered it to provide a supportive environment that permitted the cultivation of their personalities without the constraints of non-disabled barriers, many others thought it prevented them as disabled children from interacting with non-disabled peers, thus inhibiting social integration between the disabled and non-disabled world. This was the main perceived advantage of mainstream education although problems of physical access meant that some choices were out of reach. The findings highlight how both special and mainstream education can be compatible with career success of individual disabled people. The paper implies that a combination of the two systems may be needed to facilitate disabled students to develop psychologically, socially and cognitively at the rate of their non-disabled peers, and proposes that link schools and partial integration could contribute to the achievement of such goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10