Article

The purpose of this study was to investigate the experiences that teenagers with
physical disabilities have of their participation at school. Fourteen students
from several locations in Norway aged between 13 and 18 years took part. Data
were collected through focus-group interviews and individual interviews. The
analysis revealed three main themes: Just like the others-but not quite;
Participation in terms of being where things actually happen and; Participation
as student-teacher cooperation. A major finding was the importance the students
put on being where things actually happen, this being regarded as being even more
important than doing the same activities as the other students. Opportunities to
increase cooperation by holding short meetings with teachers on how to solve both
practical and learning problems promoted participation. The need to include the
individual's experience in the concept of participation is discussed.

Langue : ANGLAIS