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"Not Just on the Sideline": A Phenomenological Study of Disability, Belonging, and Exclusion.

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Title: "Not Just on the Sideline": A Phenomenological Study of Disability, Belonging, and Exclusion.
Authors: Gackenheimer, Christopher J (AUTHOR), Garrison, Brianna V (AUTHOR)
Source: Children & Schools. Oct2025, Vol. 47 Issue 4, p249-257. 9p.
Subjects: Personal property, Qualitative research, Group identity, Internship programs, Interviewing, Students with disabilities, Descriptive statistics, Mainstreaming in special education, Experience, Attitude (Psychology), Students, Thematic analysis, Research, Research methodology, Medical coding, Student attitudes, Special education, Phenomenology, Discrimination against people with disabilities, Social support, Psychosocial factors, Adolescence
Abstract: Persons with disabilities must be afforded a voice in constructing a system of inclusion in education to which they truly belong. Laws governing special education have increasingly adopted the concept of including individuals with disabilities in mainstream classrooms, often believing doing so counters the inherent othering of exclusion. Identity is not a singular dimension, and disability is only part of one's identity. But special education tacitly continues a mission of assimilating students with disabilities while simultaneously labeling them as disabled, revealing an ableist bias and perpetuating othering attitudes toward those on its rolls. This phenomenological qualitative study (N = 8) explored the lived experience of students enrolled in special education to gain greater understanding of the impact special education has on their sense of belonging in school. The study found enrollment in a school where all students had disabilities helped reveal to students nondisabled aspects of their identity, enabling them to feel more accepted by peers and staff, and enhancing their sense of belonging within the school. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: "Not Just on the Sideline": A Phenomenological Study of Disability, Belonging, and Exclusion.
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  Data: Persons with disabilities must be afforded a voice in constructing a system of inclusion in education to which they truly belong. Laws governing special education have increasingly adopted the concept of including individuals with disabilities in mainstream classrooms, often believing doing so counters the inherent othering of exclusion. Identity is not a singular dimension, and disability is only part of one's identity. But special education tacitly continues a mission of assimilating students with disabilities while simultaneously labeling them as disabled, revealing an ableist bias and perpetuating othering attitudes toward those on its rolls. This phenomenological qualitative study (N = 8) explored the lived experience of students enrolled in special education to gain greater understanding of the impact special education has on their sense of belonging in school. The study found enrollment in a school where all students had disabilities helped reveal to students nondisabled aspects of their identity, enabling them to feel more accepted by peers and staff, and enhancing their sense of belonging within the school. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdaf021
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 249
    Subjects:
      – SubjectFull: Personal property
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Attitude (Psychology)
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Medical coding
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Discrimination against people with disabilities
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Adolescence
        Type: general
    Titles:
      – TitleFull: "Not Just on the Sideline": A Phenomenological Study of Disability, Belonging, and Exclusion.
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            NameFull: Gackenheimer, Christopher J
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            NameFull: Garrison, Brianna V
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          Dates:
            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
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