THE EXPERIENCE OF HOMELESS YOUTH WITH LEARNING/DEVELOPMENTAL/ INTELLECTUAL DISABILITIES IN AN ONTARIO SCHOOL SYSTEM FROM AN INTERPRETIVE & CRITICAL APPROACH

Abstract

According to the literature, youth experiencing with either homelessness or disabilities face severe barriers throughout their life-time which would negatively impact their physical development, psychological development, and mental health, but also contribute to a vicious circle of homeless and poverty. However, the intersection between homeless youth with learning, developmental and/or intellectual disabilities (LD/DD/ID) in the school system has rarely been explored. This population is invisible to the school system which indicates an urgency in identifying and understanding their experience at school. This research, as a part of the Partnering for Change initiative, aimed to provide some insight into the socially constructed problems which cause barriers for this invisible population. In this study, an interpretive lens and a critical approach were adopted as a guide to data analysis and as a means to identify constructed barriers based on the interviews with homeless youth with LD/DD/ID in Hamilton, Ontario, Canada. The data on homeless youth with LD/DD/ID was analysed for impacts on relationships, academic performance, and the effects of invisibility on multiple levels of their school life. The data also revealed the way schools respond to disabilities and homelessness. In the discussion I investigate the way policy, funding structure and implementation of support are significantly affected by the neoliberal context with its emphasis on market-driven pedagogy and individuals conceptualized as agents of self- capitalization. This thesis argues for a better alternative, as referenced from Finland. The Finnish approach emphasizes human rights, equality, and inclusion, and aims to demonstrate how changes in fundamental beliefs and values can construct a barrier-free and supportive education system for everyone.