School memories of young people with disabilities: an analysis of barriers and aids to inclusion
This article presents a selection of the results gleaned from research analyzing the way social exclusion processes are constructed among young adults between the ages of 18 and 25. The paper focuses on a subset of the population studied: young people with disabilities. Likewise, we limit our study...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/111442 |
| Acesso em linha: | https://hdl.handle.net/11441/111442 https://doi.org/10.1080/09687590903534346 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educational exclusion Inclusive education Personal narrative methodology Young people with disabilities |
| Resumo: | This article presents a selection of the results gleaned from research analyzing the way social exclusion processes are constructed among young adults between the ages of 18 and 25. The paper focuses on a subset of the population studied: young people with disabilities. Likewise, we limit our study to the dimension of schoolrelated experiences. Our research methodology – based on individual personal narratives and first hand accounts – allows a dynamic, participative and integrated approach to the study of exclusion. Participants in the study were asked to reflect on their experiences and, thus, were given a voice. Our specific objective in this article was to identify and explain the barriers and aids to inclusion encountered in a variety of educational environments as expressed by interviewees who had experienced them personally. |
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