The Participation Experience of Children with Disabilities in Portuguese Mainstream Schools

Abstract

Introduction:

This explorative study aimed to chart the participation experiences of children with disabilities enrolled in mainstream schools.

Method:

The participants were 14 students with disabilities, with good communication skills, aged between 8 and 11 years and attending school in Portugal. The data were collected through open-ended interviews and analysed employing a psychological phenomenological method.

Findings:

The findings suggest that participation at school took three forms: equal participation, special task participation and onlooker participation. Those three forms contrasted with situations of non-participation, in which the children felt completely excluded. Each form of participation and non-participation presented different performance characteristics and was influenced by the social environment.

Conclusion:

The findings of this study provide insights that enhance the understanding of children's inclusion in mainstream schools, as well as the individual's experience of participation.