Disabled students’ experience of dependence and autonomy in integrated/segregated environments

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Abstract
This paper describes students with motor handicaps, their choice of upper secondary school and how they looked upon their educational and social situation in school. The studies were accomplished by questionnaires and interviews and were made as a comparison of disabled and control students. The students with disabilities all expressed disappointment concerning the possibilities of making their own decisions (being autonomous). The paper claims that the students with disabilities were subjected to a sort of passivity from the general environment. In an upper secondary school with special resources, they were taken care of by professional ‘helpers’ and in the general upper secondary school the school influence did not differ much from that experienced by the control group.

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