Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions

Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay b...

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Autores principales:	Nayia Stylianidou, Katerina Mavrou
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	understandings social construction disability blended environment inclusive education Cyprus Education L
Acceso en línea:	https://doaj.org/article/1aa2f49b4d0d4ccf9562db4f7478d836
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spelling	oai:doaj.org-article:1aa2f49b4d0d4ccf9562db4f7478d8362021-11-25T17:23:18ZExploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions10.3390/educsci111106812227-7102https://doaj.org/article/1aa2f49b4d0d4ccf9562db4f7478d8362021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/681https://doaj.org/toc/2227-7102Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay between online and offline communication activities, this study aimed to explore how young adolescents in Cyprus construct the concept of disability in a blended environment of interactions. A qualitative research approach was adopted involving focus groups with 18 adolescents, online and face to face semi-structured semistructured individual interviews, participant observation on a Facebook group set up for the purposes of the study, and the first author’s reflective diary. A combination of thematic analysis, critical discourse analysis and analytic elements from the field of visual semiotics were used for data analysis. Data analysis indicated that adolescents understand disability mostly through medical and charity models. Based on the data, these understandings arise from the construction of disabled people’s multimodal ‘invisibility/absence’, in both online and offline contexts of adolescents’ everyday reality. Suggestions for further research in disability constructions in blended environments, and implications for the field of inclusive education concerning teachers and pre-service teachers’ educational practice are discussed.Nayia StylianidouKaterina MavrouMDPI AGarticleunderstandingssocial constructiondisabilityblended environmentinclusive educationCyprusEducationLENEducation Sciences, Vol 11, Iss 681, p 681 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	understandings social construction disability blended environment inclusive education Cyprus Education L
spellingShingle	understandings social construction disability blended environment inclusive education Cyprus Education L Nayia Stylianidou Katerina Mavrou Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
description	Understanding how disability is socially constructed is important for establishing inclusive schools, since the ways in which educators and non-disabled nondisabled students understand disability affect their actions towards disabled students. As social interaction today is very often an interplay between online and offline communication activities, this study aimed to explore how young adolescents in Cyprus construct the concept of disability in a blended environment of interactions. A qualitative research approach was adopted involving focus groups with 18 adolescents, online and face to face semi-structured semistructured individual interviews, participant observation on a Facebook group set up for the purposes of the study, and the first author’s reflective diary. A combination of thematic analysis, critical discourse analysis and analytic elements from the field of visual semiotics were used for data analysis. Data analysis indicated that adolescents understand disability mostly through medical and charity models. Based on the data, these understandings arise from the construction of disabled people’s multimodal ‘invisibility/absence’, in both online and offline contexts of adolescents’ everyday reality. Suggestions for further research in disability constructions in blended environments, and implications for the field of inclusive education concerning teachers and pre-service teachers’ educational practice are discussed.
format	article
author	Nayia Stylianidou Katerina Mavrou
author_facet	Nayia Stylianidou Katerina Mavrou
author_sort	Nayia Stylianidou
title	Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
title_short	Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
title_full	Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
title_fullStr	Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
title_full_unstemmed	Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions
title_sort	exploring adolescents’ understandings of disability in a blended environment of interactions
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/1aa2f49b4d0d4ccf9562db4f7478d836
work_keys_str_mv	AT nayiastylianidou exploringadolescentsunderstandingsofdisabilityinablendedenvironmentofinteractions AT katerinamavrou exploringadolescentsunderstandingsofdisabilityinablendedenvironmentofinteractions
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Exploring Adolescents’ Understandings of Disability in a Blended Environment of Interactions

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