Experiences of social inclusion and well-being in school for disabled children during to the Covid19 pandemic

This project seeks to investigate how schools and school-age educare centres (SAECs) can develop sustainable methods that provide conditions for inclusive education in school and SAEC for children with disabilities (aged 6 to 12-years). Special focus is placed on social inclusion and well-being.

The starting point is to examine how conditions for social inclusion have been put at stake as a result of the pressure that schools and SAECs have been subjected to as a result of the Covid-19 pandemic. This pressure highlights both strengths and weaknesses within the institution.

In this way, the project will contribute with central knowledge about everyday life of disabled children in school and SAECs during the Covid19 pandemic.A mosaic approach (cf.

Clark, 2017) has been chosen for data production examining the experiences of disabled children as well as their guardians and teachers.

In this way, the participants´ main concerns, i.e., the issues that are most important to them, can be identified.Within the mosaic approach several methods are used to highlight and understand the diversity of the experiences that children, guardians and teachers have of conditions for social inclusion in schools and SAECs during the Covid19 pandemic.

The mosaic approach also enables the participants to provide their own perspectives since it recognises the many ways in which disabled children communicate and is adaptable to individual needs.

The theoretical framework for the project is symbolic interactionism and sociology of childhood.The anticipated results are important both for developing policy and overall strategies to support disabled children and develop methods for social inclusion in schools and SAECs based on the actual experiences of children, guardians, and teachers.

In this way, sustainable educational institutions can be built that contribute to inclusive teaching in both everyday- and extreme situations.