The Norwegian Folk High School – A Springboard to Adult Life for Students with Downs Syndrome

Abstract

The number of students with intellectual disabilities attending folk high schools has increased over the past few decades, but their participation and experiences remain understudied. The present study explored the experiences of six former folk high school students with Downs syndrome who were part of a Norwegian age cohort in a longitudinal study. The data was collected through individual interviews, and the findings were analysed through the lens of Etienne Wengerʼs social learning theory. The participants described the folk high school as a social, dynamic, safe, and inclusive community. They were expected to engage in both formal and informal activities, including taking on responsibilities while living at a boarding school. Social participation could be challenging, but it simultaneously motivated them to learn and practise new skills to better fit in. The learning experiences at the folk high school were deemed meaningful, particularly in terms of fostering independence and preparing for adulthood. The learning and formation processes at the folk high school closely align with the characteristics and domains of a community of practice as outlined in Wengerʼs social learning theory. When considering the folk high schoolʼs vision to be a «a school for life» in conjunction with the theory of community of practice and considering the experiences of former folk high school students, it suggests that the folk high school could be a viable post-secondary education option. For the students with Downs syndrome in this study, the folk high school served as a meaningful springboard into adult life.

Keywords

• intellectual disabilities
• community of practice
• folk high school
• learning
• own perspectives