Disabled people’s inclusion in education: a global perspective

This article describes my embodied experience as a disabled academic on a recent academic visit to Armenia. I was led to reflect on interesting contrasts and parallels between the Armenian and British systems, in relation to disabled staff, students and the inclusion of children in the education system. This article begins by contextualising the reasons for and nature of my visit to Yerevan, Armenia. The article then draws on differences and similarities I observed and experienced in such areas as physical access, attitudes, participation in education and the opportunities for disabled students and staff to contribute to academic activities. The article concludes by highlighting some valuable lessons learned from this insightful trip.     

Disabled people,inclusion and policy: better outcomes through a public health approach?

The social model of disability has implications for evaluation of disability policy. Public health analyses suggest that a population and environmental approach to enablement is more likely to impact positively on disabled people than person-centred action. The capacity of people living with disabilities to participate in a range of social activities and the attitudes of others to such participation are, along with environments, important factors contributing to disability situations and therefore the restriction of our promotion of personhood. These are areas where metrics could be used to evaluate the impact of disability policy.     

Improvements in children’s health: Does inequality matter?

The literature on the contributions to poverty reduction of average improvements in living standards vs. distributional changes uses only one measure of well-being – income or expenditure. Given that poverty is defined by deprivation over different dimensions, we explore the role of average improvements and distributional changes in children’s health and nutrition using the height of young children as our measure of well-being. Similar to the income literature, we find that shifts in the mean level of heights, not changes in distribution, account for most improvements in heights. Unlike the literature on income inequality, however, there is a positive association between improvements in average heights and reduced dispersion of those heights.     

Positive You: a self-advocate’s arts-based approach for building self-esteem

Positive You is an inclusive arts project supporting learning disabled people to explore self-esteem through art-making. The project was developed by self-advocate Leah Jones who observed a gap in service provision after struggling with her own confidence and self-esteem for many years. This article has been co-written by Leah and her support Jade French using a life-story approach. Leah hopes that by sharing her story, this article will not only demonstrate the value of art-making in developing self-esteem, but also that learning disabled people can develop their own employment opportunities with the right support.     

The significance of uprightness: parents’ reflections on children’s responses to a hands-free walker for children

The benefits and drawbacks of facilitating independent walking in children with physical mobility impairments, such as cerebral palsy, remain to be determined. This knowledge gap creates decision dilemmas about which mobility practices parents and children should adopt and rehabilitation professionals should foster. These dilemmas are reflected in continuing debates about allocation of time, effort and resources to optimize walking versus encouraging use of manual or powered wheelchairs. Recent studies have reported only modest measurable walking progress for severely disabled children using hands-free walkers. Despite these seemingly disappointing results, parents remained highly motivated to encourage their children to use these walking devices and appraised them very positively. In the present paper, we suggest that parents’ symbolic value of their children assuming upright comportment may explain why they perceive hands-free walkers positively and why they are so motivated to devote much time and effort to improving independent, walking-based mobility of their children.     

Disability studies as a framework to design disability awareness programs: no need for ‘magic’ to facilitate children’s understanding

Abstract

This paper presents and critically discusses a disability awareness program that was addressed to non-disabled children aged between 6-8 years old in Cyprus. The main aims were to explore how disability studies and anti-oppressive pedagogies could inform decisions on structured activities and materials to support children understand disability as condition of life, and recognize disabling practices. Artefacts from children’s work and narratives are presented throughout the paper to inform decisions and choices in relation to the program. The discussion draws on international literature and critically examines: a. how disability feminists’ focus on experiences of disability can have a central place in awareness raising programs, and can be further strengthened by a social model understanding of disability, b. the local context and the use of language as raised by postmodernists/poststructuralists, and c. the use of cartoons as a form of art that can help recognize and challenge dominant disability stereotypes.     

Grandparenting and support from adult children: Does children’s international migration make a difference for Chinese older adults?

ABSTRACT

Guided by social exchange theory, this study investigates the association between grandparenting and support from adult children, and the role of children’s international migration in moderating such association. Data were derived from a 2012 survey of older adults in Beijing, China (478 adult children nested in 300 older parents). The results of independent cluster logistic and linear regressions showed that regardless of children’s migration status, grandparenting was significantly associated with a greater likelihood of receiving household help and personal care, but not with emotional or financial support from children. Children’s migration status moderated the associations between grandparenting and receiving support from children. Theoretical implications for research and practical implications for services and policies are discussed.     

A children’s election—Dilemmas of children’s political participation

In this article, we explore how fifth graders (9–10-year-olds) and their teachers view children's participation in a parliamentary election for children arranged by Save the Children Norway in 2017. The participants draw on available discursive resources when making sense of children's political positions in society. In the discursive resources, longstanding tensions surrounding children, childhood and politics come to the surface. We conclude that although children's position in politics remains marginal, there are ways to move beyond the tensions to be able to imagine children as political actors.     

Examples of practice: an intercultural approach to translate Romanian children’s folklore into Spanish

Due to the great number of Romanian pupils in Spanish public school, the local administration organises extra-curricular Romanian courses in order to preserve the Romanian language and culture. This is a way to contribute to build and consolidate a bicultural and bilingual profile of the young people. Besides, it is also an opportunity to align with plurilingual and pluricultural competence established by The Common European Framework of References for Languages (2002). Based on the premise that “children's literature is an intercultural instrument”, I choose as corpus the Romanian children's folklore represented by games, formula-songs, recital-stories, household words, incantations, riddles and lullabies to translate into Spanish. After the translations, Romanian children had to find similarities and differences between the Romanian and Spanish children's songs, in order to augment the knowledge about both cultures.     

The Portuguese Disabled People’s Movement: development,demands and outcomes

The increased variety of social conflicts in the post-1960?years resulted in the extension of the individual’s participation in the state’s activity. This change was mirrored by the emergence of new social movements and the related expansion of the notion of citizenship. New groups of people, including disabled people, have emerged claiming citizenship rights. In order to do this, disabled people started to coalesce into uni-impairment and multi-impairment groups and organisations to denounce social exclusion and legal oppression, as well as to demand rights as citizens. Partially based on my research about social citizenship and the Disabled People’s Movement, this article investigates, firstly, the seeds and development of the Portuguese Disabled People’s Movement, secondly, its aims, demands and action strategies and, finally, its impact in the lives of disabled people in Portugal.     

Enabling children’s deliberation in deliberative systems: schools as a mediating space

In recent years, there has been a growing scholarly interest in conceptualising schools beyond their educational functions, as sites and agents of democracy. Yet this interest is often underpinned by a narrow conception of democracy, focusing solely on schools’ public and social aspects. To capture the democratic potential of schools more fully, this article suggests adopting a deliberative systems approach, which conceptualises democracy as differentiated yet linked sites of democratic communications and views schools as one such site. Using this approach as a broader framework and drawing on the fieldwork conducted in two Japanese schools, this article identifies the condition under which schools can become a meaningful part of deliberative systems. It reveals that schools contribute to deliberative systems when they serve as a bridge between children’s everyday practices and deliberative actions in the public space. In light of the findings, this article suggests conceptualising schools as a ‘mediating space’.     

How are George Orwell’s writings a precursor to studies of popular culture?

George Orwell is known as an acclaimed novelist, essayist, documentary writer, and journalist. But Orwell also wrote widely on a number of themes in and around popular culture. However, even though Orwell's writings might be considered as a precursor to some well-known themes in studies of popular culture his contribution to this area still remains relatively unacknowledged by others in the discipline. The aim of this article is simply, therefore, to provide a basis to begin to rethink Orwell’s contribution to contemporary studies of popular culture. It does so by demonstrating some comparable insights into culture and society between those made by Orwell and those found in the work of Bakhtin, Bourdieu, and Deleuze. These insights are also related to four main areas of discussion: debates in contemporary cultural studies about the contested pleasures of popular culture and experiences; the relationship between language and culture; how social class needs to be defined not just economically but also culturally; and how one might escape cultural relativism when writing about popular culture. The article concludes by suggesting that Orwell is a precursor to contemporary studies of popular culture insofar that some of the cultural themes he explores have become established parts of the discipline’s canon.     

When children’s testimonies are used as evidence: how children’s accounts may impact child custodial decisions

Abstract

In child custody cases, children oftentimes provide allegations of experienced trauma against one of their parents. Such allegations can happen before any investigative interviews (e.g., by the police or child protective services) have taken place. A central theme here concerns how to appraise such allegations and make certain that children’s accounts are taken seriously. In the current special issue, the focus is on new work on the functioning of children’s memory and its relation to trauma or work on children’s suggestibility and memory when they are traumatized. Specifically, key experts in the field of children’s memory provided contributions on: (1) the impact of interviewer support and rapport building on children’s testimonies, (2) the role of parental alienation in children’s testimonial accuracy, and (3) different types of false memories in children’s memory reports.     

Touch in residential child care: staff’s bodies and children’s agency

This paper concerns the significance of touch in the everyday life of those living and working in residential child care. Public and professional awareness about child abuse has focused attention on the bodies of children and their vulnerability – but the same cannot be said of the bodies of staff members who touch children. This ethnographic study of a Scottish residential child care unit shows such touch to be central to the everyday participation of children and young people in care. On the basis of participant observation, the paper analyses how care workers influence the agency of children and young people by bringing their own bodies into their relationships with them. Based on a relational understanding of care, the paper elaborates on how tender and restraining forms of touch form part of care workers’ professional repertoire of actions. The analysis of various instances of touch in terms of sociology of the body shows how staff members can help to shape children and young people’s opportunities for participation with their own bodies. In conclusion, the paper therefore argues for a professional and reflexive engagement with bodies rather than a general avoidance of touch between care workers and young people.     

Enterprising? Disabled? The status and potential for disabled people’s microenterprise in South Korea

This article explores the position, potential and scope for self-employment and microenterprise for disabled South Koreans. The chronic barriers experienced in disabled people gaining paid work suggest that self-employment and enterprise might offer a good alternative to paid work. The self-determined nature of running a microenterprise has been shown to connect with disabled people who may not conform to standardised notions of body and brain that underpin many mainstream work contexts. Despite this promise, several barriers continue to beset disabled people’s access to micro-enterprise activity; barriers ranging from Confucian precepts, to employment protections that are geared largely towards paid employment and to the lack of training, finance and business support for disabled people starting up and sustaining microenterprise in Korea. The extension of legal protections, meaningful start-up subsidies, better business support and bridges between paid work and microenterprise are all seen as important policy correctives that would better support disabled people.