Med handicap i vuggestuen

Inklusionsarrangementer belyst som betingelser for rådighedsudvikling og inklusion

Abstract

The article presents the findings of a qualitative study undertaken as part of a Ph.D. project: ‘Small Children’s Perspectives on Inclusion Practice’. The study discusses the conditions that one- to -three-year-old children with dis- abilities have in regards to their participation and action potencies in a new type of inclusive day care center: ‘the resource day care center’.

Using a theoretical framework drawing on critical psychology, social practice theory and disability studies, the study identifies three analytically different arrangements of inclusion:

1. A capacity-focused arrangement directed at ‘the impaired child in need of inclu- sion’

2. A containing arrangement of care where caring for both ‘children with special needs’ and ‘children in general’ is handled as distinct tasks

3. A repertoire forming arrangement directed at the child community understood as ‘a social, collective body’

The article concludes, that the repertoire forming arrangement entails an overlooked potential for professionals working to enhance participation and action potencies for children with disabilities and the development of their peers through collaborative and conflictual everyday practices.