dc.contributor |
Háskóli Íslands |
dc.contributor |
University of Iceland |
dc.contributor.advisor |
Ingólfur Ásgeir Jóhannesson |
dc.contributor.author |
Sverrisdóttir, Anna Björk |
dc.date.accessioned |
2024-06-10T10:17:24Z |
dc.date.available |
2024-06-10T10:17:24Z |
dc.date.issued |
2021-12 |
dc.identifier.citation |
Sverrisdóttir, A.B. (2021). Education of students with intellectual disabilities at the upper secondary school level in light of theories of inclusive education and social justice [Phd thesis]. Háskóli Íslands. |
dc.identifier.isbn |
978-9935-9625-1-5 |
dc.identifier.uri |
https://hdl.handle.net/20.500.11815/4945 |
dc.description.abstract |
This dissertation contributes to discussion about inclusive education and
social justice. Inclusive education is the official school policy in Iceland
which was legislated in 2008. Regardless of that, students with intellectual
disabilities are not educated within general education at the upper
secondary level, instead they apply for and are educated within special
programs for disabled students. In this article-based dissertation, focus is
placed on programs for disabled students within upper secondary schools.
The purpose was to examine the challenges, contradictions and
opportunities surrounding the education of students with intellectual
disabilities in Icelandic upper secondary schools in relation to inclusive
education and social justice. To accomplish this the subject was approached
in three steps, which are reported in three independent articles. The first
step involved analyzing the discourse of official documents in relation to
the education of students at upper secondary level. The second step
involved analyzing interviews that were taken with different stakeholders
within system. The third step shifted the study’s focus into student’ spaces
within school, where the data consists of students’ narratives of their
experiences in school.
The study is framed within disability studies in education (DSE) which
rests on the foundation of disability as a social construct. It views disability
as an instinctive form of human variations and thus challenges medical and
psychological models of disability. The theories and concepts that inform
data analysis stem from Foucault’s theories of discourse, power, power
relations, and resistance; Deleuze and Guattari’s theories about line of
flight and becoming; and Young’s theories of five faces of oppression and
social justice.
Findings show that, although stated as inclusive, the structure of the
Icelandic education system resembles more of an integrative system than
an inclusive one. Furthermore, through its structure, the system produces
and reproduces inequality and social injustice that does not only affect
students with intellectual disabilities, but a larger group of students. Official
discourse indicates that ableism is inherent in the system, and that the
structure constructs students with intellectual disabilities as different and
less able. This is further manifested in the way the system responds to
students by labeling them through medical diagnosis and segregating them
based on their support needs. Student narratives unravel multiple power
relations that students are caught up in within the discursive field of special
iv
education. The narratives further unpack knowledge about their experience
and how, through everyday resistances, they act against or try to escape
the oppressive label that restricts their potential to be regarded as
members of an inclusive education system. The findings also confirm earlier
findings of a conceptual confusion about what inclusive education is and
that the concept of support is both inconspicuous and poorly defined. The
thesis suggests that to move the Icelandic education system towards more
inclusive education and social justice for all students, measures need to be
taken to reconceptualize inclusive education within which diversity is
consciously accounted for. Furthermore, defining support and identifying
ways through which support can be implemented within general education
would be valuable. |
dc.description.abstract |
Doktorsritgerðin er framlag til fræða um inngildandi menntun og félagslegt
réttlæti. Í ritgerðinni er sjónum beint að starfsbrautum fyrir fatlaða
nemendur innan framhaldsskóla. Tilgangurinn var að kanna áskoranir,
mótsagnir og tækifæri í tengslum við menntun fatlaðra nemenda í
íslenskum framhaldsskólum með hliðsjón af fræðum um inngildandi
menntun og félagslegt réttlæti. Viðfangsefnið var nálgast í þremur skrefum.
Fyrsta skrefið fólst í því að greina orðræðu í opinberum skjölum varðandi
menntun nemenda á framhaldsskólastigi. Annað skrefið fólst í því að greina
viðtöl sem tekin voru við mismunandi hagsmunaaðila innan
framhaldsskólakerfisins. Í þriðja skrefinu var reynsla nemenda skoðuð.
Rannsóknin er unnin innan fötlunarfræða í menntun sem álítur fötlun
vera félagslega mótað fyrirbæri og hluta af mannlegum margbreytileika. Við
greiningu gagna voru kenningar Foucault um orðræðu, vald, valdatengsl og
viðnám nýttar. Einnig voru kenningar Deleuze og Guattari um flóttaleiðir og
„að verða“ notaðar sem og kenning Young um fimm andlit kúgunar og
félagslegt réttlæti.
Niðurstöður gefa til kynna að uppbygging íslenska framhaldsskólakerfisins,
þegar kemur að menntun nemenda með þroskahömlun, eigi meira
sameiginlegt með hugmyndafræði um blöndun en inngildandi menntun.
Enn fremur skapar og viðheldur kerfið, eins og það er byggt upp, ójöfnuði
og félagslegu óréttlæti sem hefur ekki aðeins áhrif á fatlaða nemendur,
heldur stærri hóp nemenda. Orðræða í opinberum skjölum bendir til þess
að kerfið grundvallist á hæfisma og yfirleitt er litið á fatlaða nemendur sem
öðruvísi og getuminni. Þetta birtist einnig í því hvernig skólakerfið bregst við
nemendum með því að merkja þá með læknisfræðilegri greiningu og greina
þá frá öðrum á grundvelli stuðningsþarfar hvers og eins. Frásagnir nemenda
varpa ljósi á ólíkar leiðir þeirra til að reyna að losna undan oki stimpilsins
sem fylgir læknisfræðilegu greiningunni og festir nemendur í sessi sem
staðlaða „sérdeildanemendur“. Niðurstöðurnar staðfesta jafnframt fyrri
niðurstöður um mikilvægi þess að skilgreina þurfi betur stefnuna um
inngildandi menntun. Að auki þarf að skilgreina stuðning og hvað í honum
felst með tilliti til margbreytileikans. |
dc.language.iso |
en |
dc.publisher |
University of Iceland, School of Education |
dc.rights |
info:eu-repo/semantics/closedAccess |
dc.subject |
Fötlun |
dc.subject |
Framhaldsskólar |
dc.subject |
Fatlaðir nemendur |
dc.subject |
Fötlunarfræði í menntun |
dc.subject |
Félagslegt réttlæti |
dc.subject |
Inngilding |
dc.subject |
Inngildandi menntun |
dc.subject |
Disability |
dc.subject |
Disability studies in Education |
dc.subject |
Upper secondary school |
dc.subject |
Skóli án aðgreiningar |
dc.subject |
Inclusive education |
dc.title |
Education of students with intellectual disabilities at the upper secondary school level in light of theories of inclusive education and social justice |
dc.type |
info:eu-repo/semantics/doctoralThesis |
dc.contributor.department |
Deild faggreinakennslu (HÍ) |
dc.contributor.department |
Faculty of Subject Teacher Education (UI) |
dc.contributor.school |
Menntavísindasvið (HÍ) |
dc.contributor.school |
School of Education (UI) |