Reconstituting the ‘ADHD-girl’: Accomplishing exclusion and solidifying a biomedical identity in an ADHD class.
2015 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 19, no 6, 626-644 p.Article in journal (Refereed) Published
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents and teachers, and from ethnographic work in a special class for children aged 7–12 years diagnosed with ADHD, during a period of one school year. We draw on ethnomethodology, especially membership categorisation analysis, when investigating unfolding trajectories of shifting identifications during a school year. The detailed analysis reveals that the girl is accomplished as capable of managing her life in school at the beginning of the year, but by the end is constructed as disabled and identified as a typical ADHD girl in very subtle ways in the teacher's communication with the parents. Furthermore, our analysis highlights how the process of exclusion and social identification of the girl as a typical ADHD girl is mutually constructed and achieved across classroom activities in everyday schooling contexts.
Place, publisher, year, edition, pages
Taylor & Francis, 2015. Vol. 19, no 6, 626-644 p.
ADHD, gender, exclusion, special education, ethnomethodology, identity
Research subject Education
IdentifiersURN: urn:nbn:se:uu:diva-281353OAI: oai:DiVA.org:uu-281353DiVA: diva2:913894
Projects"En skola för avvikare". Finansierat av vetenskapsrådet 2012-2016
FunderSwedish Research Council