Living away from families: A study on the impact of changing policies on the social lives of children with disabilities

Purpose: The purpose of this study was to identify the effects of segregated education on families and the social relationships of children with disabilities. Method: This study was based on an analysis of the qualitative data of 12 people from a wider research project of people with physical disabilities. Results: In the first generation, systematic segregation occurred through the acceptance of medical authority, but this seemed to weaken due to the parents' insistence that the children enter mainstream schools. In the generation from the 1970s, the child's health condition was clearly emphasized, more so than their education, as shown in the process of the children being placed in special schools. In the 1990s generation, segregated education continued despite the continuing rhetoric of inclusive education. Conclusion: This study showed that social scars caused by segregated schools (especially boarding schools) clearly have existed in all generations of children with disabilities.