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ERIC Number: EJ880700
Record Type: Journal
Publication Date: 2010-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1363-2752
Difference and Inclusion: Beyond Disfigurement--The Impact of Splitting on Pupils' Social Experience of Inclusive Education
Frances, Jane; Potter, Julie
Emotional & Behavioural Difficulties, v15 n1 p49-61 Mar 2010
Three case histories concerning difficulties in the social dimension of mainstream inclusion were reviewed retrospectively. For two of the pupils, one of whom had a disfigurement, nothing seemed to help. For the third, who also had a disfigurement, things were resolved more readily than expected. Importantly, in the successful and unsuccessful outcomes of the two pupils who had disfigurements, their disfigurement did not emerge as salient to their outcomes. The factor which emerged has been hypothesised as unconscious "splitting", which separates unbearable from pleasant feelings, and "projection" which attributes the split-off, unwanted quality to someone else who can then be despised. The hypothesis is that where the "special" pupils struggled unsuccessfully to be included in their respective mainstream settings, aspects of mainstream and special were unconsciously but decisively separated. In the school where difficulties were resolved, ideas of special and mainstream were much less distinct. Some suggestions follow, to minimise the "invisible barrier" which can arise between mainstream and special in inclusive school settings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom