Accounts and explanations in group decisions concerning students with learning and social disabilities

In this study, explanations and accounts used by teachers are described and analyzed. The context chosen is meetings where teachers discuss and make decisions concerning pupils with learning and social disabilities. A student with learning or social disabilities can be seen as a failure for the school. The need for an explanation is obvious, either as a means of saving face for the teachers or as a means for further work. The use of accounts and explanations was studied in four teacher team meetings. As a base for these analyses, previous research on the concept “account” was used. The results indicate that teachers, under certain circumstances, are able to apply an elucidative model, based on shared explanations, for dealing with problems with pupils. However, teachers more often use a more restricted model, ratified by use of accounts and usually without any elaborated ethical considerations. Ethical sensitivity is closely related to access to a professional language, in the sense of shared explanations, considerations and theoretical assumptions. The present investigation indicates that teachersʹ access to such professional tools for everyday use can be obstructed by a joint use of accounts.