Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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“…and the brightening future is ours…”

Some adolescents’ image of their study period
in upper secondary school

Lena Lang, Ph.D.
Söderportgymnasiet Rg/Rh, V. Boulevarden 53,
SE - 291 31 Kristianstad, Sweden
lena.lang@utb.kristianstad.se

Introduction

In today’s society the period of adolescence grows ever longer. The number of students who leave compulsory school is the largest yet and the majority of them go forward into Swedish upper secondary school for a further three years. There exists an overall idea that everyone is provided with the opportunity of participating in society. However, there is not an clear picture of what such an idea entails, especially not from the individuals point of view.

The achievements of research with reference to special education are dominated by individual perspectives, whilst perspectives relating to the idea of co-operation are limited. Similarly, interest in the upper secondary school as a field of research for special education is also limited. Existing development of knowledge is rooted, to a large extent, in the opinions of the surroundings on adolescents, rather than the views of the adolescents themselves in respect of their surroundings. The study which I am going to talk about today (Lang, 2004) relates to some of those who are not usually considered when the concept of ‘one school for all’ is being discussed. The study was based solely on the views of adolescents with particular emphasis on their experience of co-operation, both with and within their surroundings.

The aim of the study

The overall aim of the study was to examine the students’ views at the outset, during and at the end of their time in upper secondary school.   Specifically, this resulted in a survey of how a study group with ‘severe physical disabilities’ described its experience of the phenomena in relation to co-operation and influential processes.

The survey paid attention to the ways they described their experiences in relation to living, study and learning situations:

- the living situation referred to the adolescents’ entire sphere of experiences in school and in their spare time,

- the study situation, whilst being part of the overall living situation, included all activities directly or indirectly connected to studies, such as for example study planning and school-related homework,

- the learning situation, a part of the study situation, referred to those situations in school where the phenomenon of study was created and where learning was intended as a consequence.

In this study the idea of co-operation between people was paramount. Thus, in this study, focus was directed beyond the more common aspects of the school curriculum i.e. beyond specific programmes, specific courses, specific subjects etc.

Study group and method

This longitudinal study contained a series of interviews conducted over a period of eight years. Adolescents with ‘severe physical disabilities’ (as defined by the Swedish school of law, SFS, 2002:137)presented their images and reflections on their way into, during and out of upper secondary school. The study group consisted of seven adolescents who spent four to five years completing their upper secondary school education. Some students took part as the only students with physical disabilities in a standard or ordinary-sized study group. Others participated in a smaller study group together with other students with functional disabilities. Some students moved between different study groups and, at times, there was parallel participation. The students were being educated across five various upper secondary school programmes, and were situated in three upper secondary schools.

Their education programmes, which were adapted for students with severe physical disabilities, took place within the ordinary concept of upper secondary education and hence took place in ordinary upper secondary schools. Educational considerations aside, this type of school would include elements of support, such as physical training and the providing of accommodation during their time at school. The study commenced with a group of students who were admitted in the same school year and in the same place in the mid-1990s.

The character of the phenomena required results based on a flexible methodological approach. The expectations placed upon the theoretical points were that they would illustrate the qualities of the empirical methodology used without devaluing the voices of the adolescents. From an introductory interest in the diverse and changing path through and out of the upper secondary school experience, the analytical phase proceeded to the study of more permanent images of the upper secondary school period. One particular interest was the students’ lasting impressions of relational qualities in study and learning situations. Thus the research process sought methodological support in presenting theoretical ideas around the research area of special education.

Theoretical framework

The study’s theoretical framework had five areas of enquiry:

Questions of normality and deviance , is in the study raised by Allen (1998), Enerstvedt (1996) , Thomas and Loxley (2001) and others. The study focussed upon a number of adolescents who could be seen as specifically one example of young people in respect of whom the concept of a school and a society for everyone is elucidated. The question of what is normal varies between different historical periods and different structures of society. Foucault (1986) and others have suggested that, in most instances, the so-called normal people in society define the boundaries of what is perceived as normal and thereby define and limit who and what belongs within the territory of deviance. With that in mind, a case study ‘reversal’ appeared interesting i.e. to study how those who are defined as deviant come to view the phenomena of and in their surroundings.

Co-operation is generally considered a desirable quality during adolescence. It becomes particularly of interest in respect of the important perspective of adolescents in difficulties. For that reason, interactional foundation of values, raised by Goffman (1972), places special emphasis in relation to adolescents’ views on co-operation with people.

A holistic focus, connects with the study group in relation to, for example, the concept of the indivisibility of inclusion, meaning that no-one is excluded from the complexity of school life. This is an approach which Skidmore (1996), among others, discusses. The study demonstrated an interest in the social phenomena, from micro- to macro- levels.

Present special educational theories with relevance to school difficulties are overall discussed by different researchers (Dyson, 1999; Emanuelsson, Persson, Rosenqvist, 2001; Haug, 1998; Skidmore, 1996; Skrtic, 1995 and others), as well as a more narrow focus on physical disabilities and studies (by Bent et al., 2001; Blinde & McCallister, 1998; Graham & Wright, 1999; Grue, 1998 and others).

Participation and influence have their natural place in respect of this study of adolescents’ experiences, with further reference being made to Jarhag (2001), Corbett & Slee (2000) and also to official documents such as The Salamanca Statement (Unesco,1994) and the Interactional Classification of Functioning, Disability and Health, ICF (WHO, 2001).

Results

The results revealed variation as a prominent and permanent characteristic. This was evident in the actual learning situation as well as in the study and living situations. The adolescents indicated a desire for existence and experience which offered more variety, sharper turns and a sense that the unexpected might happen. There were only two phenomena upon which all the adolescents agreed. They were unanimous about a clear social development during the upper secondary school period, as well as the critical nature of life in the close period after upper secondary school.

A considerable amount of the total data focussed on the fact that adolescents are adolescents. Functional disability was of lesser importance and the adolescents principally focussed on the fact that they were young and students. In terms of co-operation as far as their surroundings were concerned, different messages concerning normality and deviance were expressed. The pendulum would swing from being perceived as mainly adolescents / students to being perceived as physically disabled. They preferred the world at large to see them simply as young and students. The demand for appearing ordinary was more distinct as the time went by, but this desired state for normality was not always confirmed by the world around them.

The adolescents rejected the idea of adjustments directed towards individuals. They wanted a common inventory of how to arrange a certain environment which would suit everyone and which would remove the need for adjustments for individual students in the future. Organisational factors such as scheduling and group structure formed some kind of exterior frame for co-operation for how the students would establish networks with those of the same age. By this they meant that contacts between adolescents with solely physical disabilities should be encouraged differently from contacts between adolescents with and without disabilities. They wished that they received more co-operations from those without disabilities but this was not always forthcoming. Their social competence mostly grew from the interaction of adolescents with disabilities. They liked it although they also like the variety that adolescents without disabilities provided.

The period in upper secondary school is a time when adolescents experience phenomena around them which can arise from a holistic approach. They often felt that they belonged to and have a place in their environments. Equally, the phenomena often clash, collide and appear incoherent; they appear as fragmentary or so loosely grounded that it is hard to distinguish the connecting points. On the one hand, the period in upper secondary school is a time when one grows. On the other, it is a time when the framework can seem rather undefined and the levels of demand uneven.

To sum up, the analysis in respect of the question of participation revealed that the adolescents experienced a higher degree of participation in matters concerning study planning, arrangement of programmes etc., but a lower degree of participation in matters of overall long-term planning and follow-up action. This meant that, while they felt that they had assistance with their immediate situation in the upper secondary school, they did not have sufficient assistance in terms of their long-term planning and futures.

As I have already suggested, the period following upper secondary school is critical. The adolescents were able to articulate and emphasise amongst themselves different phenomena but the common feeling was that they did not feel fully prepared for the reality which awaited them following the upper secondary school years unless they were guaranteed some kind of safety net. Three years after completing upper secondary school education, all the students led a different life in terms of work and studies from the one intended by the study programme during the upper secondary school period. Only one individual in the study group was satisfied with his study and/or working existence. On their own, the students found it difficult to carry through their plans for the future and several experienced a lack of support from society in terms of housing, training and/or study and working situations.

Concluding remarks

This study points out some of the complexities associated with living, study and working situations. It does not contribute to a complete model in terms of how the marrying of students with physical disabilities with their surroundings, including school, is best achieved. My hope is that the message concerning the significance of the factors relating to surroundings is clear i.e. that co-operation with and around adolescents affects, to a great extent, the impression they receive from their time in upper secondary school.

This image was not individually constant, nor was it homogenous for the whole study group. There will always be difficulty in creating one ideal condition in terms of surroundings as this will need to relate to a wide variation. The range of variation as expressed by the adolescents indicated a vast number of subtle adjustments at both individual and societal levels. Most adolescents know when the conditions are inadequate but lack of knowledge, time, words or power makes it hard to overcome the difficulties.

Taking into account the range of the variation, the time, the holistic aspects and the collected results of this study, I realise how delicate the task is of finding dynamic forms suitable for miscellaneous organisational and individual phases of variability during an upper secondary school period of four to five years. Decisions about and work with adolescents at micro- and macro- levels must originate with the concept of “the diversity of adolescents as a resource” in addition to an attitude of not delaying processes for adolescents where most things take time. Heterogeneity and variability imply planning ahead, a wide range of competence, imagination and willingness to change. Also required is a school system which stimulates sensitivity together with an instinct for co-operation while adolescents live, study, learn and find out what to expect from both education and society.

The title of this paper “…and the brightening future is ours…” comes from a verse of a Swedish song which all adolescents sing when they leave upper secondary school. If the words are applicable for everyone in upper secondary school, it all depends. Heraclitus, writing in 500 BC, drew attention to the fact that both the swimmer and the river change. It means that the answer lies in the relationship between people and their environment. Similarly, the adolescents in this Swedish study showed the variability as well as the importance of co-operation where the responsibility for conditions in living, study and learning situations is shared. Like Heraclitus, the adolescents pointed to the entity upon which it all depends. In other words, it depends on me, it depends on you and it depends on how we arrange it.

The results from this study revealed the importance of future research with regard to the future of adolescents. Nobody in the study group realised the intended goals of the upper secondary school period; they did not continue their studies or work in the areas to which they previously had aspired. The fact that no-one went further in the direction which they had previously decided upon exposes the limitations of society rather than the limitations of the individual. My work with this study made me ask when the “brightening future” becomes “ours” for a whole generation of adolescents. Although I have left the study group, the phenomena remain. At the moment I work with a new study which places emphasis upon entry to the study and pursuit of one possible career following upper secondary school. Next time I see you I hope to be able to tell you what adolescents with “severe physical disabilities” throughout my country say about their surroundings when they show an interest in pursuing university studies.

Thank you very much for listening!

Glasgow, August 2005

Lena Lang

References  

Allen, J. (1998). Theorising special education inside the classroom. In P. Haug & J. Tøssebro (Eds.), Theoretical perspectives on special education (pp. 115-126). Kristiansand: Høyskoleforlaget.

Bent, N., Jones, A., Molloy, I., Chamberlain, M.A. & Tennant, A. (2001). Factors determining participation in young adults with a physical disability: a pilot study. Clinical Rehabilitation, 15 ,   552-561.    

Blinde, E.M., McCallister, S.G. (1998). Listening to the Voices of Students with Physical Disabilities. JOPERD the journal of physical education, recreation & dance, 69(6),   64-68.

Corbett, J. & Slee, R. (2000). An international conversation on inclusive education. In F. Armstrong, D. Armstrong & L. Barton, L. (Eds.), Inclusive education.Policy, contexts and comparative perspectives (pp. 133-146). London: David Fulton Publ.

Dyson, A. (1999). Föreläsning vid NFR-konferens i Oslo (opublicerat manus).

Emanuelsson, I., Persson, B. & Rosenqvist, J. (2001). Forskning inom det specialpedagogiska området: En kunskapsöversikt. (Skolverkets monografiserie 01:605.) Stockholm: Liber.

Enerstvedt, R. 1996. Critique of the concept of normalization as a basis for dignity of life. Nordiske Utkast, Journal for Critical Social Science, 1.

Foucault, M. (1986). Vansinnets historia under den klassiska epoken. Lund: Arkiv Förlag.

Goffman, E. (1972). Stigma: Den avvikandes roll och identitet. [orig. 1963: Stigma: Notes on the management of spoiled identity.] Stockholm: Rabén & Sjögren.

Graham, J. & Wright, J. (1999) What does ‘inter-professional collaboration’ mean to professionals working with pupils with physical disabilities? British Journal of Special Education, 26(1), 37-41.

Grue, L. (1998). På terskelen. En undersøkelse av funktionshemmet ungdoms sosiale tilhørighet, selvbilde og livskvalitet. (Norsk institutt for forskning om oppvekst, velferd og aldring 6/98) Oslo: NOVA.  

Haug, P. (1998b). Norwegian Special Education: Development and status. I P. Haug & J. Tøssebro Theoretical Perspectives on Special Education (pp. 15-37). Kristiansand: Høyskoleforlaget.

Jarhag, S. (2001). Planering eller frigörelse. En studie om bemyndigande. Lunds Universitet: Socialhögskolan.

Lang, L. (2004). ... och den ljusnande framtid är vår ... Några ungdomars bild av sin tid vid riksgymnasium (... and the brightening future is ours ... (Malmö Studies in Educational Sciences 9) Malmö Högskola: Lärarutbildningen.

SFS 2002:137 Skollagen.

Skidmore, D. (1996). Towards an integrated theoretical framework for research into special educational needs. European Journal of special needs education, 11(1), 33-47.

Skrtic, T. (Ed.) (1995). Disability and democracy: Reconstructing (special) education for postmodernity. New York, NY: Teachers College Press.

Thomas, G. & Loxley, A. (2001). Deconstructing special education and constructing inclusion. Buckingham: Open University press.

Unesco. (1994). The Salamanca Statement and Framework for Action. On special needs education. Paris: United Nations Educational, Scientific and Cultural Organization.

WHO. (2001a). International Classification of Functioning, Disability and Health, ICF. http://www.who.int/icidh.

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