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Environmental barriers in mainstream schools.

H Hemmingsson1, L Borell

  • 1Department of Clinical Neuroscience, Occupational Therapy and Elderly Care Research, Division of Occupational Therapy, Karolinska Institute, 171 77 Stockholm, Sweden. Helena.Hemmingsson@neurotec.ki.se

Child: Care, Health and Development
|February 22, 2002
PubMed
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Inclusive education requires examining school environments, not just student abilities. This study found that organizational barriers in Swedish schools significantly limit participation for students with physical disabilities, especially older ones.

Area of Science:

  • Education
  • Disability Studies
  • Environmental Psychology

Background:

  • Inclusive education research often overlooks environmental factors affecting student participation.
  • Focusing solely on individual student abilities neglects crucial environmental prerequisites for inclusion.

Purpose of the Study:

  • To identify participation barriers for students with physical disabilities in mainstream Swedish schools.
  • To explore the relationship between student characteristics (gender, diagnosis, mobility, age, assistant availability) and student-environment fit.

Main Methods:

  • Utilized 'The school-setting interview' to gather data from 34 students with physical disabilities (aged 10-19).
  • Assessed both physical and social environmental barriers within the school setting.

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Main Results:

  • Two-thirds of students reported barriers in physical and social school environments.
  • Most barriers stemmed from the organization and execution of school activities.
  • Inadequate environmental adjustments led to restricted participation or exclusion.
  • Older students faced more significant barriers due to less favorable school organization.

Conclusions:

  • School activity organization is a critical area for improvement to enhance participation for students with physical disabilities.
  • Addressing organizational and environmental barriers is essential for fostering truly inclusive education.
  • Student-environment fit is significantly impacted by how schools are structured and activities are implemented.