Student Participation in Reading Classes in a Swedish Compulsory School for Students Diagnosed with Intellectual Disability

Abstract

This paper presents a mini-ethnographic case study of student participation in reading classes in a Swedish compulsory school for pupils with intellectual disabilities (CSID). All children have equal rights to good education and there is a need for more research in these schools. The result is interesting for the field of inclusive education since the same students should be welcomed and included in mainstream school classrooms. The Participation Model’s (TPM’s) criteria for participation (acceptance, accessibility, autonomy, belonging, interaction, and involvement) were used, both as a definition of participation and as an analytical instrument. Six lessons were observed, and a student questionnaire was performed. The school offered a variety of reading classes weekly. The results indicated that most participation criteria were met. Observing and analysing a series of lessons offered a richer picture of student participation than just looking at one activity. The easy access to support from assistants and special education needs teachers also indicated both access to participation criteria and the risk of limiting other participation criteria. This study highlights more dilemmas; for example, when a high degree of the accessibility criterion was met, possibilities of interaction between students could also be limited.