The social inclusion of students with moderate to severe disabilities in a boys' comprehensive secondary school

Abstract

In Malta, most children with a disability attend mainstream schools along with their non-disabled peers. However, this does not mean that all children experience the same level of social inclusion. This study aimed to describe and reflect upon the experiences of social inclusion or exclusion of four boys attending a comprehensive boys' secondary school. A qualitative methodology, in particular participant observation was chosen because it allowed proper immersion of the researcher in the field. The presentation of the text throughout is in narrative form. Creative N onfiction was preferred because it permitted the use of fictional techniques whilst still adhering strictly to facts. It also has the added advantage of allowing the reader to engage and interact with the events described, therefore encouraging deeper reflection. The findings are presented as four stories highlighting different levels of inclusion or exclusion. They tell mainly of friendships or solitude, challenges and opportunities. Communication was a recurring theme. Severe communication difficulties were related to higher levels of exclusion by peers. However, the stories stretch beyond the school: the dreams and fears of the mothers add another, more emotional dimension to the experiences related. In conclusion, the need to overcome indifference comes out clearly in the text. It is suggested that this be done by addressing the most pressing issue which comes out of this research, namely the poor communication between the student and the various stakeholders surrounding him/her.