‘I want support, not comments’: children's perspectives on supports in their life

Abstract

Even though supports are a major part of the daily lives of children with special educational needs who participate in general education schools, little attention has been paid to how children experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, their experiences also show how these positive supports can have negative psycho‐emotional repercussions, and are less focused on addressing disabling barriers. The children's accounts demonstrate the ambiguous and situated nature of supports, and the need for the children to be able to direct supports as ‘chief partners’ in the inclusion process.

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