A Secondary Guy: Physically Disabled Teenagers in Secondary Schools

Abstract

Background. This study explored the perceptions and experiences of teenagers with physical disabilities attending regular secondary schools. In particular, the study focused on social integration and the factors that influenced it. Social integration was defined as a sense of belonging in the school community. Methods. A phenomenological approach was used to explore the viewpoint of physically disabled young people themselves. Seven secondary school students with ambulation disabilities were interviewed using a semi-structured interview guide. Results. The findings identified both factors that facilitated and those that limited integration. Extrinsic factors included peer and staff support, negative reactions and inaccessible activities. Intrinsic factors included the disability itself, as well as strategies of self-exclusion, masking the disability, finding a niche, making fun of the disability, and educating peers. Interpretation of the findings suggested that the participants occupied a secondary place in their schools, as opposed to being fully integrated. Practice Implications. Occupational therapists have the opportunity, expertise and responsibility to be instrumental in the process of ensuring that schools are inclusive and that their young clients are capable of participating fully.