Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities

Journal article


Beaton, Mhairi C., Codina, Geraldene N. and Wharton, Julie C. 2021. Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12399
AuthorsBeaton, Mhairi C., Codina, Geraldene N. and Wharton, Julie C.
Abstract

To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities.

Keywordsinclusive education; Learning (intellectual) disabilities; teaching and learning
Year2021
JournalBritish Journal of Learning Disabilities
PublisherWiley
ISSN1354-4187
1468-3156
Digital Object Identifier (DOI)https://doi.org/10.1111/bld.12399
Web address (URL)http://hdl.handle.net/10545/625832
http://creativecommons.org/licenses/by-nc-nd/4.0/
hdl:10545/625832
Publication dates02 Jun 2021
Publication process dates
Deposited18 Jun 2021, 15:00
Accepted11 May 2021
ContributorsUniversity of Derby, University of Winchester and Leeds Beckett University
File
File Access Level
Open

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