Voices in the Classroom – Exploring how the Voice of the Disabled Child and the Educational Professionals are Manifested in the Classroom
Children are often presented as vulnerable and in need of guidance (Priestley, 2007), thus, as adults and professionals we tend to assume that we know what is best for them, particularly if the child has some form of impairment. This may therefore cause children’s voices to be silenced, unacknowledged and unheard. Drawing on the findings of a project I embarked on through the use of the Mosaic Approach, this paper presents the voices of a seven year-old boy, Alexander, having Spina Bifida, and that of his teacher and LSA. A brief overview of the importance of voice is given, and the paper then proceeds to explain why the Mosaic Approach is an appropriate tool in making children’s voices heard in research and everyday life. By presenting the voices of Alexander and the education professionals simultaneously, the messages they are attempting to convey, namely themes focusing on identity, normalization of the body, academic excellence and accessibility, are then discussed. The voices brought forward highlight the different discourses presented by the child and the professionals. Whereas the child projects a message of normalcy and equality with peers, the education professionals still place emphasis on disabling discourse. Possible ways in which the disabled child’s voice is promoted and acknowledged at a level at par to that of the education professionals conclude the discussion brought forward in the paper.