School “social structures” perpetuate inequalities for children with disabilities, study says

Social structures in schools perpetuate inequalities against children with developmental disabilities, a new study says.

Ways of defining age-level expectations and the way schools are organised position these children as “atypical”. Instead, they should get quality support and teachers who are able to listen to their views and value their experiences, according to the research.

It says a school culture that focusses on progress and attainment can prevent the successful inclusion of all children including those with disabilities. This “adult-centric view of education quality” does not consider children’s experiences and perspectives of what happens in mainstream primary education.

The study is four case studies showing children’s experience of education in different English primary schools. Dr Katherine Gulliver, from the University of Exeter and the University of Plymouth, used a range of photography activities, guided tours and interviews during a week spent with each pupil to collect details about the experiences and views of young children with developmental disabilities, whose voices have tended to be excluded from research.

The study demonstrates ways in which young children can develop self-advocacy through opportunities to share their voice and understanding of education.

Dr Gulliver said: “My aim was to listen to young children with developmental disabilities to understand what is important and valuable to them. Unfortunately, the school system as it is does not consider the real lived experiences of children with developmental disabilities. Children’s views are required to explore what is important to them, to help increase understanding of how to support them in a mainstream primary school.

“Children with developmental disabilities have complex and subtle ways in which they shared their views and asked for support in managing things like self-regulation and anxiety.” Children described difficulty with navigating spaces and sounds as causing them discomfort and anxiety. They also shared that they require support in understanding the change between one class to the next class.

The case studies record how children with developmental disabilities learn to be a primary school pupil, managing transitions between classes or activities, and the different spaces and objects that can cause challenges.

They described their experiences as following the classroom rules and routines, such as transitioning from one activity to another or waiting for the teacher to stop talking before they could talk. At times they required support through prompts or accessed interventions to build attention and concentration skills to help them participate.

The study says focussing on following classroom instructions could limit possibilities for children with developmental disabilities to share their ideas and views, which could prevent opportunities for self-advocacy.

Dr Gulliver said: “Within the mainstream classroom children are less able to go at their own pace. This is amplified among a school culture in England that focusses on improving education outcomes through closing achievement gaps for disadvantaged pupils rather than focussing on the quality of child-centred education.”

The study described teaching assistants as playing an important role in helping children celebrate their own achievements and work at their own pace in a safe, secure supportive and non-pressured environment.