To be or not to be marginalized - a question of different representations of disability?

The paper focuses on some challenges in organizing educational programs for language minority pupils - defined as intellectual disabled or having severe learning difficulties - in Norwegian elementary school. There seems to be continuing conflicts and competing interpretations between the school authoritues and parents of what competence is needed, and what it means to make good educational programs. Qualitative interviews with parents from Pakistan, SriLanka, Baherin and Chile illustrates that some of the greatest challenges lies in the different representations of the concept "disability". School, as a social system, make their representations socialin their consequences by creating special education programs or organize special classes for children defined as cognitive deviant from the school perceptions of "fitness". the paper discussed the different represetnations of disability and how the school perceptions of "fitness" may create oppressing and marginalizing institutions instead of integrating instituions and one school for all.