ABSTRACT
This chapter illuminates how desirable participation for students with disabilities is influenced both by their time use in everyday life activities and by environmental obstacles. Active participation is a main political goal in the politics of disability in Norway and other Western countries. The chapter focuses on the stories of Heidi and Harald, which will illustrate elements of the everyday life of students with disabilities. To understand and analyse the particular types of barriers to participation which young adults with disabilities encounter, a time-geographic approach can be useful. In accordance with the understanding of projects, analysis also found three main projects to be central elements of the everyday life of these students: qualifying for employment; making everyday life work; and caring for the author's health. In order to be able to participate in learning and socialising, accessibility of the learning environment, housing, transport, welfare services and financing of studies and living had to be in place.
