Land of misfit toys: Mothers’ perceptions of educational environments for their children with Down syndrome

Abstract

In this qualitative study, 19 mothers discussed the education of their children with Down syndrome. Mothers reflected on their expectations and perceptions of different educational environments, focussing particularly on their understanding of inclusive education. The findings suggest that mothers’ beliefs and decisions related to the education of their children with Down syndrome were embedded in culturally constructed notions of normalcy and stigma. Their support for particular educational programmes was inextricably linked with their understanding of the sociocultural meaning of Down syndrome. Findings revealed the existence of institutional resistance to inclusive education as well as dominant educational discourses that positioned students with Down syndrome as other and identified segregated learning environments as most appropriate for these students.

Keywords:

• inclusive education
• disability studies
• down syndrome
• parents’ beliefs
• special education
• children with disabilities

Notes

All names in this study have been changed to pseudonyms and do not represent the actual first names of the participants.

The author is not professionally affiliated with the Early Intervention Center from which many of the participants were recruited.