Assistant Professor University of Mississippi University, Mississippi, United States
Overview: This study examines narratives of children with autism spectrum disorders and dyslexia in Japan, where the special education system is transitioning to rights-based services, influenced by the Western inclusive education movements. Children and educators also vary in their understandings of disability, which suggests implications for the development of child-centered programs.Proposal text: This study examines children’s narratives of their disabilities and school experiences in Japan, where the special education system is transitioning to rights-based services (Ministry of Education, Japan, 2007), influenced by the Western, inclusive education movements, such as the United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006). Children and adults vary in their understanding of disability and necessary services (Clark, 2018). Yet relatively few studies have directly examined children’s experiences in their own voices. Further, many of such studies focus on children in Western countries (Koller et al., 2018), which limits our understanding of the school experiences of children with disabilities. This study approaches children’s experiences through the concept of disability as the social construct (Varenne & McDermott, 1998), with particular attention to the role of children’s peer relationships (Corsaro, 2018) in inclusive classrooms. In Japan, where peer groups are considered an important context for children’s learning (Ministry of Education, 2017), children with disabilities who do not meet expectations may be particularly vulnerable to social exclusion.
Ten Japanese elementary school-aged children with autism spectrum disorders (ASD) and dyslexia who were placed in inclusive education settings participated in 60-minute audio-recorded individual interviews. Children were asked to describe their school days, including academic and non-academic activities with typically-developing peers. Analyses were conducted in Japanese. Through repeated readings of the transcribed interviews, emic codes were induced, using analytic induction techniques (Schwandt, 2015). The initial codes were critiqued by Japanese educators who had direct interactions with participant children for the purpose of peer debriefing (see Schwandt, 2015). The codes, then, were interpreted within the context of Japanese education systems.
Despite the difference in medical diagnoses, the majority of children experienced both academic and social struggles, which suggests the intersection of their social and academic functioning. Children with dyslexia have developed a feeling of inferiority due to their academic struggles and become socially awkward in their peer groups. Similarly, social and behavioral challenges of children with ASD have distracted them when they need to focus on their academic tasks. Further, children’s school functioning varies by not only their medical diagnoses but also their educational environment, e.g., the presence of supportive peers and educators. A lack of peers and educators who understand and support them resulted in children developing a sense of inferiority and fear of failing. In contrast, children who have trusting relationships with educators found a safe place, either in a general or special education classroom, where they were motivated to make efforts and participate in activities.
Japanese children’s narratives illustrate that children can benefit from holistic support addressing both social and academic functioning regardless of their medical diagnoses. Adults’ interpretations of children’s school struggles based on their medical diagnoses may unnecessarily label children. Children are capable of describing their own struggles and support they need. Just like adults, children have a right to make their own decisions for what and where they receive services. The development of child-centered programs is necessary to promote the inclusion of children with disabilities.
Learning Objectives:
Learn that children and adults vary in their understandings of services children receive for their disabilities. Adults’ understandings of children’s disabilities, based on medical diagnoses and psychological evaluations, may unnecessarily label children. Children have a right to decide where and what services they want to receive.
Understand the importance of child-centered programs. Many elementary school-aged children with disabilities are capable of describing their struggles at school, and how they want to receive services that support their school functioning. Children function better in a place where they feel safe, either in general and/or special education classrooms.
Discuss social and environmental shaping of the school experiences of children with disabilities. Even if children have the same medical diagnosis, their school experiences vary, in part, by the educational contexts. The presence of supportive peers and educators, for example, helps children find a safe place within their classrooms.