Sustaining friendships, relationships, and rights at school

Abstract

Research that highlights disabled students' perspectives often describes experiences of exclusion, isolation, loneliness, and bullying, and difficulties finding friends. Within this broader social context, students' rights are placed at risk. Using examples from New Zealand research, this paper explores the social experiences of disabled students at school within a rights-based framework, and with reference to the goals and guidance of the United Nations Convention on the Child; the United Nations Convention on the Rights of People with Disabilities; the New Zealand Disability Strategy; and the New Zealand Curriculum. The notions of ‘freedom from discrimination’ and ‘participation and belonging’ arising out of these documents are used to explore the contexts that shape disabled children's social experiences at school. Social exclusion is associated with children's experiences of discrimination and barriers to participation. It is suggested that social participation will be enhanced when schools challenge exclusion and develop socio-cultural contexts that are influenced by inclusive values and an appreciation of disabled students' experiences, views, and preferences to be included as part of the group of all students at school.

Keywords:

• disability
• school
• social relationships
• children's rights
• discrimination
• participation

Acknowledgements

Funding for these research projects is gratefully acknowledged, and was received from University of Otago Research Grants; The New Zealand Ministry of Education; The New Zealand Royal Society's Marsden Fund; and the Teaching and Learning Research Initiative. The research projects were collaborative and the valuable work of my research colleagues on these projects is appreciated and acknowledged: Michael Gaffney; Dr Berni Kelly; Sarah Sharp; Dr Trevor McDonald; Carolyn Simmons-Carlsson; Pat Caswell; Dr Phillipa Clark; and Dr Nancy Higgins.