学位论文详细信息
Transition planning for young people with severe learning disabilities : social positions and power relationships
L Education > LC Special aspects of education
Winstanley, Caroline ; Lacey, Penny,Peim 1952-, Nick
University:University of Birmingham
Department:School of Education
关键词: L Education;    LC Special aspects of education;   
Others  :  http://etheses.bham.ac.uk//id/eprint/1183/1/Winstanley10PhD.pdf
来源: University of Birmingham eTheses Repository
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【 摘 要 】

A Participative Action Research methodology was used to investigate whether six young people with severe learning disabilities were able to express their views and aspirations during their transition planning meeting. Although the young people were able to make choices and communicate their views and aspirations in an often assertive manner, this did not guarantee that they were meaningfully included. Professionals and school staff were unaccustomed to including the young people which meant that they often used language that excluded them. The social positions of stakeholders and their associated power relationships were already well established, which meant that the professionals held the most privileged position during the transition meetings. It was unclear how the professionals would relinquish their power to ensure the young people were meaningfully included. This study proposes that the structure of transition planning should change if meaningful inclusion is to take place.

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