Qualitative narrative analysis uncovers dual friction metanarratives among disability caregivers in schools, highlighting the need for proactive institutional support.
Key Points
To examine the relational dynamics and challenges experienced by caregivers of children with disabilities within mainstream educational integration settings.
Conducted a qualitative narrative analysis guided by theoretical frameworks from disability studies and care studies.
Analyzed 10 cases of caregivers of children with disabilities enrolled in regular schools participating in School Integration Programmes in Chile.
Identified two contrasting metanarratives of caregiver-school relationships defined by institutional friction: high friction marked by continuous resistance versus low friction supported by institutional acceptance.
Characterized caregivers as assuming an intensive managerial role, proposing that schools adopt an active and expert role to minimize friction.