Land of misfit toys: Mothers perceptions of educational environments for their children with Down syndrome

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4 Citations (Scopus)

Abstract

In this qualitative study, 19 mothers discussed the education of their children with Down syndrome. Mothers reflected on their expectations and perceptions of different educational environments, focussing particularly on their understanding of inclusive education. The findings suggest that mothers beliefs and decisions related to the education of their children with Down syndrome were embedded in culturally constructed notions of normalcy and stigma. Their support for particular educational programmes was inextricably linked with their understanding of the sociocultural meaning of Down syndrome. Findings revealed the existence of institutional resistance to inclusive education as well as dominant educational discourses that positioned students with Down syndrome as other and identified segregated learning environments as most appropriate for these students.

Original languageEnglish
Pages (from-to)435-448
Number of pages14
JournalInternational Journal of Inclusive Education
Volume17
Issue number5
DOIs
StatePublished - 1 May 2013

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Down Syndrome
toy
education
educational program
learning environment
student
Toys
Education
discourse
Inclusive Education

Keywords

  • children with disabilities
  • disability studies
  • down syndrome
  • inclusive education
  • parents beliefs
  • special education

Cite this

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