Impact of Mainstreaming and Disability Visibility on Social Representations of Disability and Otherness Held by Junior High School Pupils

Abstract

The present study sought to gauge the impact of integrating pupils with disabilities in ordinary schools on the social representations of disability and otherness held by their classmates. In particular, we studied the effects of the disability’s visibility—a visible disability (i.e., cerebral palsy) versus a non-visible disability (i.e., severe learning difficulties)—and of “integration experience” (belonging to a class that may or may not include a pupil with a disability). Results showed that pupils shared the same representation of disability, made up mainly of pathological features. Disability also lay at the core of their representation of otherness, which was both rich and diversified. The peripheral components of these representations varied according to the participants’ experiences in the classroom and the visibility of the disability.

Keywords:

• disability
• disability visibility
• integration experience
• junior high school pupils
• mainstreaming impact
• otherness
• social representation

Acknowledgments

The authors would like to thank all family and junior high school pupils who took part in the development of this research. The authors would also like to convey thanks to the region PACA (Provence Alpes Côte d’Azur) council for providing financial backing. The findings reported here are based on research conducted as part of the Research Center in the Psychology of Cognition, Language and Emotion—PSYCLE, and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of the region PACA, nor does mention of trade names, commercial products, or organisations imply endorsement by the region PACA. Opinions reflect those of the author(s) and do not necessarily reflect those of the funding agency(ies). The author(s) had no financial or other conflicts of interest.

Funding

The research was funded by the region Provence Alpes-Côtes d’Azur [grant number ABDR/L08-030] to the University of Provence (Aix-Marseille University since 1 January 2012), Hautes Alpes Academy and Harma Kalina.

Notes

1. In this research, the words integration, inclusion and mainstreaming are used synonymously. In France, since 1975, official texts have recommended the schooling of pupils with disabilities in mainstream schools and classrooms, all the while taking account of their special educational needs. Nevertheless, it should be noted that this recommendation has been rigorously applied since the 2005 Act came into force.

2. This procedure meant that pupils could respond without being influenced by the presence of their schoolmates with disabilities, and minimised any effects of stigmatisation on the latter.

3. As one of the pupils with a disability had difficulty holding a pen, one of the researchers ended up writing down the responses under his diction.