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Article
School Roles: A Way to Investigate Participation
Exceptionality Education International
  • Jacqueline A Specht, The University of Western Ontario
  • Gillian A King, Bloorview Research Institute
  • Michelle Servais, Thames Valley Children’s Centre
  • Marilyn Kertoy, The University of Western Ontario
  • Terry Spencer, London District Catholic School Board
Publication Date
1-1-2011
Disciplines
Abstract

Students who are more engaged in school have higher academic achievement, lower dropout rates, and increased involvement in activities during early adult-hood. Unfortunately, children with disabilities participate less than children without disabilities, thus increasing their risk for depression and anxiety. This study investigated the lack of school participation from a roles perspective. Roles refer to clusters of meaningful activities that are expected of, and assumed by, in-dividuals in various contexts of their lives. Fifteen teachers from Southern Ontario, Canada, were interviewed about the roles in which children participate in school and 24 students in grades 4 through 7 were observed in order to deter-mine the roles in which they engaged. Overall, students with disabilities engaged in less positive roles (Challenged Learner; Victim; Bully), while students without disabilities engaged in more positive roles (Independent Learner; Nurturer; Friend). Ideas for improving participation through role identity and engagement are discussed.

Citation Information
Jacqueline A Specht, Gillian A King, Michelle Servais, Marilyn Kertoy, et al.. "School Roles: A Way to Investigate Participation" (2011) p. 2 - 14
Available at: http://works.bepress.com/michelle-servais/17/