The aim of this paper is to describe the classroom participation of primary school children with disabilities who attend regular schools in Norway; to explore how relations between children with disabilities and their environment change, and further to chart how schools act in response to such change. The analyses are based on a life course study with data gathered from interviews and questionnaires given to the parents of children with disabilities born in the period between 1993 and 1995. The results show an increasing marginalisation of children with disabilities who receive their primary school education at regular schools. Despite the fact that public policies in Norway are based on a relational understanding of disability, thus suggesting that educators would make considerable efforts to accommodate children with disabilities in regular schools, the reality is that schools take an individual approach to children with disabilities which reflects a medical understanding of disability.
The findings show that the medical, the authoritative bodies and the production domain might represent different logics that can pull a sick worker in different directions during the rehabilitation process. However, these different logics do not fully explain, which outcome a rehabilitation process takes. It is important to extend the analysis to include how the individuals respond to these logics during the rehabilitation process.
Background The purpose of this study was to explore the relationship between educational arrangements, social participation during leisure time and perceived social acceptance and peer intimacy among disabled children.
Methods Eighty‐five Norwegian children with disabilities, 11‐ to 13‐year old, and their parents, participated in this study. An empirical model was generated by means of structural equation modelling using lisrel.
Results The type and severity of the impairment has no direct effect on perceived social acceptance and peer intimacy, but an indirect effect because they influence educational arrangements, which in turn predict social participation in leisure time. Social participation in leisure time is the only variable with a direct effect on perceived social acceptance and peer intimacy.
Conclusions Educational arrangements may obstruct the opportunities of children with disabilities have for participating and interacting socially during leisure time and may further have a negative impact on their perceived social acceptance and peer intimacy.
This article investigates the possible consequences in self-reported health and receipt of sickness benefits when parenting a child with a disability This study uses data from the population health study, The Nord-Trøndelag Health Study (HUNT 2), and the historical event database, FD-Trygd, which contains Social Security and national insurance data for the Norwegian population. In the analysis, we compare 1587 parents of a child with a disability to other parents. Results indicate that parenting a disabled child impacts on self-reported health, particularly among mothers; however, being a parent to a disabled child has a much stronger effect in explaining the variance in received sickness benefits, and also length of time and frequency of having received sickness benefits. Parents with disabled children report just slightly lower self-reported health but are on sickness benefits more often than other parents which may be attributed to their extended care responsibilities.
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