"Ordinary kids": everyday life experiences of children with disabillities

Abstract

The aim of this thesis was to obtain knowledge about the everyday life experiences of some Norwegian children with disabilities who were in a transitional phase between primary and secondary school. This thesis is a part of broader inter-professional research project at Oslo and Akershus University College of Applied Sciences researching children`s participation and professional practice. This research group used purposive sampling to recruit children, parents and school personnel to participate in the study. Altogether, they interviewed 15 children, their parents (mother, father or both), nine teachers and three school aides. The researchers used a life mode interview design to elicit their experiences. They interviewed the children over time and conducted between one and four interviews with each of them. During the same period, they interviewed their parents and school personnel once or twice each. For the purposes of this thesis the data analysis focused on the children`s own experiences of everyday life. Research questions related to their perspectives were operationalized through four themes, which are presented in four papers. 1) “Friendships in all directions” -- How Norwegian children with physical disabilities experience friendship; 2) "Being an ordinary kid"-- demands of everyday life experienced by children labelled with disability; 3) How children with disabilities engage in activities during a transitional phase, 4) Inclusion and participation in everyday school life: experiences of children with physical disabilities. The conclusion of this thesis is that the children who took part in this study live active lives; they have a variety of interests, take part in a range of activities and form many different kinds of relationships. These children are influenced by and adapt to the many norms and expectations of what is considered “normal” in everyday life. Consequently, they want their friends, school personnel and other people they encounter in the course of this life to view them as “normal” and treat them like “mainstream” children. If these children are given opportunities to help shape their everyday life experiences in collaboration with others they will use the many abilities they possess to adapt to their life situation, responding to both challenges and opportunities.

Paper I: Tatt ut av filen i Brage p.g.a. copyright-restriksjoner. / Not in the file in Brage because of copyright issues.

Paper II: Asbjørnslett, M.; Helseth, S. & Engelsrud, G.H. (2013). "Being an ordinary kid"-- demands of everyday life when labelled with disability. Scandinavian Journal of Disability Research .16 (4), 364-376. doi:10.1080/15017419.2013.787368.

Paper III: Asbjørnslett, M.; Engelsrud, G.H. & Helseth, S. (2014). How children with disabilities engage in occupations during a transitional phase. Journal of Occupational Science. doi:10.1080/14427591.2014.952365

Paper IV: Asbjørnslett, M.; Engelsrud, G.H. & Helseth, S. (2014). Inclusion and participation in everyday school life: experiences of children with physical (dis)abilities. International Journal of Inclusive Education, 1-14. doi:10.1080/09687599.2010.505744