The voices of Japanese and U.S. elementary-school aged children with disabilities: Navigating stigmatization within peer groups

Abstract

Children’s experience of disability-related stigmatization is a central social justice issue across cultures. Yet children’s voices are rarely heard by policy makers, and available programs for children with disabilities typically lack input from children’s own experiences. This paper presents a cross-cultural case study of how three children with disabilities in Japan and the U.S. responded to stigmatization from their “typically-developing” peers. We choose these cases for in-depth examination to contextualize and deepen our understanding of themes identified from our larger, ethnographic study. Similar to the participants in our larger study, these elementary school-aged children experienced disability-related stigmatization, including teasing and bullying. They actively responded to reduce their immediate exposure to stigmatization. Some of these responses, however, created additional challenges. For example, children’s physical fighting in response to teasing resulted in punitive discipline in the U.S. Children’s avoidance of peers undermined academic achievement and psychosocial development, especially in Japan where peer groups are central contexts for education. Furthermore, children’s responses to stigmatization often concealed their peer struggles or were misunderstood by educators, which delayed their access to appropriate support. We discuss social work implications for child-centered programs of support.