Sustaining Friendships, Relationships, and Rights at School

Autor/in	MacArthur, Jude
Titel	Sustaining Friendships, Relationships, and Rights at School
Quelle	In: International Journal of Inclusive Education, 17 (2013) 8, S.793-811 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.602526
Schlagwörter	Friendship; Interpersonal Relationship; Educational Environment; Social Experience; Student Rights; Special Needs Students; Foreign Countries; Social Discrimination; Bullying; Student Participation; Social Isolation; Accessibility (for Disabled); Barriers; Teacher Influence; Interviews; Qualitative Research; Ethnography; Case Studies; Action Research; New Zealand + Suchen Sie Ihr Suchwort? Freundschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Erfahrung; Sonderpädagogischer Förderbedarf; Ausland; Soziale Benachteiligung; Soziale Schließung; Mobbing; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Isolation; Accessibility; Zugänglichkeit; Interviewing; Interviewtechnik; Qualitative Forschung; Ethnografie; Case study; Fallstudie; Case Study; Projektforschung; Neuseeland
Abstract	Research that highlights disabled students' perspectives often describes experiences of exclusion, isolation, loneliness, and bullying, and difficulties finding friends. Within this broader social context, students' rights are placed at risk. Using examples from New Zealand research, this paper explores the social experiences of disabled students at school within a rights-based framework, and with reference to the goals and guidance of the United Nations Convention on the Child; the United Nations Convention on the Rights of People with Disabilities; the "New Zealand Disability Strategy"; and the "New Zealand Curriculum." The notions of "freedom from discrimination" and "participation and belonging" arising out of these documents are used to explore the contexts that shape disabled children's social experiences at school. Social exclusion is associated with children's experiences of discrimination and barriers to participation. It is suggested that social participation will be enhanced when schools challenge exclusion and develop socio-cultural contexts that are influenced by inclusive values and an appreciation of disabled students' experiences, views, and preferences to be included as part of the group of all students at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10