By Clare Connors

Drawing on one-to-one guided conversations with disabled kids and follow-up interviews with their mom and dad and siblings, this quantity takes an in-depth examine the results of incapacity on disabled childrens. forthcoming this overlooked topic during the disabled kid's viewpoint, it considers:

* disabled kid's knowing of disability

* the ways that childrens negotiate the adventure of incapacity of their daily lives

* kid's perceptions in their relationships with execs and their wisdom and perspectives of carrier provision

* kid's aspirations for the longer term and their perspectives at the form of aid which would support in attaining them

* siblings' perceptions of the results on them of getting a disabled brother or sister.

educated via the social version of incapacity, Clare Connors and Kirsten Stalker determine and draw out the consequences in their findings for social paintings and healthiness providers. Illustrating potent methods of speaking without delay with disabled youngsters, this can turn out a useful source for lecturers, coverage makers and practitioners operating with disabled little ones in healthiness and social care settings.

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Extra info for The Views and Experiences of Disabled Children and Their Siblings: A Positive Outlook

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If the boys wanted to take their football any further, however, and a number of them expressed a desire to be a professional footballer when they grew up, the only option open to them, even if they used wheelchairs, was a mainstream football team. The children did not seem to view their impairments as barriers to full participation: one nine-year-old boy had written to his local adult team requesting that he join and explaining he would have to play using his walking frame. However, there was no evidence of any football teams for children with physical impairments nor, indeed, of any attempts to introduce sporting role models for the children.

Many of the boys were very keen on watching and playing football but opportunities for the latter were limited, especially for those with a physical impairment. Girls tended to enjoy sports and home-based activities. Younger disabled children were more likely to attend clubs and playschemes than older children, with some evidence that teenagers were excluded from a number of age appropriate gathering places and activities. These findings can be related to Thomas’s definitions of impairment and disability discussed in the previous chapter.

I think they had half a day at the beginning when the unit was opening…and they’ve had nothing since…it’s up to the teacher if they want to allow a child with autism into their mainstream classroom, it’s up to them. The remaining children spent their days in the unit and so were, in effect, in a segregated setting. Two of these children reported close friendships with other children in their unit. Finally, one of the older boys was spending his school day on his own, with two members of staff. His mother explained how this happened: …it is a very sociable event being with other children.

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