School memories of young people with disabilities: an analysis of barriers and aids to inclusion

Abstract

This article presents a selection of the results gleaned from research analyzing the way social exclusion processes are constructed among young adults between the ages of 18 and 25. The paper focuses on a subset of the population studied: young people with disabilities. Likewise, we limit our study to the dimension of school‐related experiences. Our research methodology – based on individual personal narratives and first hand accounts – allows a dynamic, participative and integrated approach to the study of exclusion. Participants in the study were asked to reflect on their experiences and, thus, were given a voice. Our specific objective in this article was to identify and explain the barriers and aids to inclusion encountered in a variety of educational environments as expressed by interviewees who had experienced them personally.

Keywords:

• educational exclusion
• inclusive education
• personal narrative methodology
• young people with disabilities

Notes

1. ‘Constructing social exclusion in young populations: A guide for the detection and evaluation of exclusive processes’ (unpublished in English to date), Ministerio de Educación y Ciencia, I+D+I, 2004‐07, ref. SEJ 2004‐06193‐C02‐02/EDUC, Ángeles Parrilla and Teresa Susinos, Directors.

2. More detailed information on this research project can be found in Susinos (2007).

3. Transversal analysis as a qualitative methodology is a strategy which allows comparison of different informants and/or methods, concurrent patterns, common themes, overlapping, divergences, etc. relating to the research topic.

4. Compulsory education in Spain spans 6 to 16 years of age. This period comprises two stages: Educación Primaria (Primary School, for children aged 6–11) and Educación Secundaria Obligatoria (Compulsory Secondary School, for ages 12–16). At age 16 (minimum school leaving age) and on completion of the compulsory education phase the Graduado Escolar certificate is obtained.

5. In another part of the article this idea is complemented by the reflections contributed by the young people interviewed for this study.