ABSTRACT

The gap between social participation and inclusive education policies highlights a lack of participation and opportunities for decision-making among people with intellectual disabilities (ID). In particular, the underrepresentation of students with ID in representative roles in schools underscores the need to consider notions of in-school participation. Based on Merleau-Ponty’s phenomenology perspective, this study investigates the lived experience of all stakeholders involved in the process of students with ID becoming representatives in a Brazilian school. Several collaborative preparatory meetings were held with key stakeholders. The six participants interviewed were the teacher of the resource room, two student representatives with ID, the pedagogical coordinators, and a mother of the student representative. The results showed that the students’ representation was an inclusive practice that allowed students to develop advocacy skills. This study contributes with a practical application on how a school can create opportunities for students to voice their collaboration in the Global South.

摘要

社会参与和全纳教育政策之间的差距凸显了智障人士 (ID) 缺乏参与和决策机会。特别是，智障学生在学校中担任代表角色的人数不足，这凸显了考虑校内参与概念的必要性。基于 Merleau-Ponty 的现象学观点，本研究调查了参与 ID 学生成为巴西学校代表的过程中所有利益相关者的生活经验。与主要利益攸关方举行了几次合作筹备会议。采访的六名参与者是资源室的老师，两名有身份证的学生代表，教学协调员和学生代表的母亲。结果表明，学生的代表是一种包容性的实践，可以让学生发展宣传技能。这项研究为学校如何为学生创造机会表达他们在全球南方的合作提供了一个实际应用。