首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 699 毫秒
1.
Autism occupies a prominent place in scientific research both as a medical and as a socio-cultural phenomenon. Autism is studied as a disorder and a diagnostic label, as an experience of people with autism, their parents and their supporters, and finally as a disability related to stigma and rejection. The purpose of this article is to describe the posted experiences on personal blogs of five mothers who have school-aged children in the autistic spectrum in Greece. The qualitative method of content analysis is used for analysing the personal narratives across their blogs because this method focuses on describing and understanding the presented experiences and acknowledges the central role of the researcher in describing and signifying the issues discussed. The results of the content analysis show that the mothers seem to view autism through a developmental perspective and as they lead efforts for their child’s developmental timeline they are worried about their child’s developmental course and tend to experience high levels of anxiety, depression and burnout. The mothers act as practical scientists and co-therapists, taking an active role in educating and raising their children, finding a school and selecting appropriate interventions. The mothers struggle to obtain quality in education and services, while faced with the absence of technical infrastructure and understaffing in schools, lack of funding, covert or overt practices of acceptance and rejection of people with disabilities in the educational system, the attitudes and ignorance of some educators, and the high cost of private services. These mothers, at first, view autism as a tragedy and within their social environment they face covert or overt rejection since their children are stigmatised as “abnormal”. Later on, the mothers accept their child’s disability as a prerequisite for gaining a new life experience. It seems that the mothers have a mixed perception of disability, which sometimes tends to be closer to the medical model, sometimes to the hybrid model, while other times to the social model of disability.  相似文献   

2.
A multiple case‐study design was used to explore the spontaneous play of three toddlers with disabilities as it emerged in the course of everyday activity in the home. Children were observed at home playing independently and with their mothers. Data consist of videotaped naturalistic observations in the children’s homes and mothers’ perspectives of their child’s play obtained in semi‐structured interviews. There was a great deal of similarity in the playful behaviour of toddlers and their mothers. Toddlers were active players throughout all daily routines and their play reflected their developmental level. Mothers actively supported their children’s initiative and engagement in play and they spoke of play as a highly valued behaviour. Some qualitative differences were noted in child and mother–child play, which seemed to relate to the nature of the child’s disability and developmental level. Further study of the play of young children with disabilities in naturalistic settings and ways that mothers and other caregivers value and support child play is recommended.  相似文献   

3.
This study with families caring for an individual with an intellectual disability in a mid-sized Indian city explored the diverse explanatory models that parents constructed of causes, preferred treatment approaches and perceived social effects of their child’s intellectual disability. Seventeen mothers and three fathers rank ordered 48 disability related statements and participated in a qualitative interview. The intercorrelations and factor analysis of participant sorts helped to generate three parental explanatory models which were named religious resilience, in search of treatment and social change, and it is a burden to bear. The three models extracted 23%, 20% and 9% variance respectively. Interpretations based on factor arrays, consensus and differentiating statements, and qualitative interviews indicated that the first explanatory model utilised religion and spirituality to positively frame their child’s intellectual disability. The second explanatory model rejected religious notions and did not dwell on the cause of disability, but rather focused on optimal rehabilitation of individuals with an intellectual disability. The third model was characterised by maladaptive religious attributions and rehabilitation approaches.  相似文献   

4.
Disability should be a concern for those interested in analysing and subverting the cultural politics of education. In this paper we address this concern through connecting critical analyses of ‘developmental disabilities’ (formerly ‘mental retardation’), disability studies and poststructuralism. We target normative constructions of ‘developmental disabilities’ – and we propose alternative dynamic possibilities – through reference to narratives from our political and personal work with people with the label of ‘developmental disabilities’. Our aim is to unveil the ways in which we might understand the cultural formations of ‘impairment’ – as they relate to ‘developmental disabilities’ – in order to propel scholars, activists and practitioners towards a cultural politics of inclusion. First, we summarise some key debates from disability studies that have engaged with ‘impairment’: social model, relational and psychosocial models. We suggest that these debates benefit from a more grounded engagement with poststructuralist ideas. Second, we bring in the work of the poststructuralist thinkers Gilles Deleuze and Félix Guattari and the poststructuralist feminist Rosi Braidotti to tackle the social, historical, cultural and political conditions of ‘developmental disabilities’ through experimentation with rhizomes and nomads. In conclusion, we appeal for the development of a cultural politics of ‘impairment’ and ‘developmental disabilities’ that draws upon a vocabulary applicable to the post-modern subject of the contemporary world: as uncertain, productive and moveable.  相似文献   

5.
The aim of the study was to investigate social competence in children with orthopaedic disability and its concurrent relations to child’s temperament, health condition, and maternal warmth. Participants were 68 Turkish children (mean = 5.94 years) with chronic orthopaedic disability and their mothers coming from disadvantaged backgrounds. Mother ratings were used to measure social competence, temperament, general health condition, and parental warmth. The attending physician rated the severity of orthopaedic disability. Attentional focusing, emotional reactivity, and child’s sex significantly predicted social competence. Age at first operation was slightly negatively associated with reactivity. The findings revealed the importance of emotional and attentional regulation for social functioning in children with orthopaedic disability, and pointed to the susceptibility of reactivity to environmental conditions. The study suggested that social functioning of youth with orthopaedic disability might benefit from temperament-based intervention and prevention programmes.  相似文献   

6.
The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability.  相似文献   

7.
This article reports on a Danish study on interprofessional collaboration between child psychiatrists and educational psychologists concerning children who are categorised as being at risk. Methodologically, the analysis is grounded in qualitative interviews with psychologists. A Foucauldian approach is applied to narratives and experiences that occur within these interviews concerning external collaboration with child psychiatrists. The article is informed by the research tradition that has problematised the significance of psychiatry and diagnoses in the field of special needs education and social pedagogy. We thus enquire into how the rise of diagnostics and medicalisation affects our understanding of children's difficulties. We discuss a paradox that is present in Denmark and other countries. As educational policies emphasise inclusion, the field of schooling experiences a huge rise in children with medical diagnoses. We argue that diagnostic knowledge is itself an insufficient basis for action and must be considered in relation to teachers’ overall training and teachers’ situated professionalism.  相似文献   

8.
The case study was conducted to examine the feasibility of an early intervention curriculum called Responsive Teaching with two five-year-old children from Turkey who had significant developmental delays. This study determined whether Turkish mothers might be successful in learning to become more responsive to their children, and whether this would result in significant improvements in their children’s development. Both dyads received 28 individual parent–child intervention sessions which were conducted over a four-month period of time. Pre-, mid-, and post-assessments indicated improvements in the mothers’ responsiveness to their children and the children’s levels of engagement with their parents. There were also improvements in the children’s language and personal social development. Mothers reported that Responsive Teaching helped them learn to interact more effectively with their children and that this resulted in longer and more enjoyable interactions with them. Results from this investigation are discussed in terms of their implications for providing developmental services to preschool-aged children with disabilities in Turkey.  相似文献   

9.
Critics of the ‘strong social model’ of disability developed in the U.K. commonly claim that it focuses too one-sidedly on social oppression, thereby neglecting the role of individual impairment. In this theoretical article, we contrast that model with what we call the ‘pathic model’ of disability, which we characterise through the case of people living with chronic pain in the U.S.A. We argue that the difference between these two models is due to differing socio-political contexts and national policies concerning welfare and addiction as well as normative assumptions regarding the moral force of focusing on individual pain. We conclude that the political goals of proponents of the ‘pathic model’ present a challenge to the presumption that the ‘strong social model’ is the most or only politically effective way to rectify disability-related social oppression.  相似文献   

10.
This paper presents and discusses a social justice strategy that may progress inclusion in schools. The framework for this strategy is grounded in the theoretical discussions by Nancy Fraser and Trevor Gale about distributive, redistributive, and recognitive models of social justice. None of these theoretical frameworks, however, in themselves, offer a clear way forward for marginalised and misrecognised groups, such as disabled children, who need both educational resources and recognition in inclusive classrooms. The authors propose, however, that the work of Fraser and Gale combines into a social justice strategy, which consists of three elements (agency, competency, and diversity, or ‘a, c, d’) that can lead to inclusion. When disabled children are provided with the opportunity to exercise their agency, demonstrate their competence, and transform and affirm notions of diversity, then inclusion is more likely to occur in the classroom. Data from two research projects are presented using this framework to illustrate this argument, and the proposed ‘a, c, d’ social justice strategy towards inclusion.  相似文献   

11.
This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.  相似文献   

12.
Len Barton has pioneered the sociological study of education in the areas of disability studies and inclusive education. This paper addresses an argument developed by Len Barton that social exclusion, of which disablism is one element, (1) has many compounding forms of differing exclusions, (2) is not a natural but a socially constructed process, (3) has no single factor that can remove it and (4) is in constant need of conceptual analysis. Our paper aims to address each of these four challenging themes in relation to the contemporary societal position of disabled children, their families and key professionals that work around them, with a specific focus on schools. First, we explore the ways in which disabled childhoods are imbricated with other forms of exclusion. Second, we consider the ways in which ‘disability’, ‘impairment’ and ‘child’ are consistently being reproduced in particular and often contradictory ways by disability discourses. Third, we consider the need to work with numerous forms of educational intervention that address the exclusion of disabled children. Fourth, we conclude with an appeal to develop disability studies in ways that build on the shoulders of (social model) greats – such as Len Barton – whilst being receptive to other transformative perspectives from queer, feminist and postcolonial studies.  相似文献   

13.
Most research into family care‐giving has been undertaken in western, English‐speaking societies with little cognisance taken of possible differences across cultures. Home‐based interviews were conducted with 117 mothers and fathers in Taipei City, Taiwan and five main themes were identified using content analysis. Three themes expressed the impact of the child on family functioning, parental health, and levels of stress and two themes described parents’ coping strategies and sources of support. Although these themes broadly replicate findings from other cultures, certain features of Taiwanese–Chinese society appear to accentuate the impact on mothers especially of having a child with an intellectual disability. The implications for the provision of family‐centred services are discussed, especially in helping parents to recognise their strengths and coping capabilities, and to promote their influence in changing cultural attitudes.  相似文献   

14.
This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of children with disabilities, entrenched in assumptions of pathological functioning and negative outcomes among these families. Implications for professional–family partnerships in the education of students with disabilities are discussed.  相似文献   

15.
Parents of children who have participated in a conductive education programme in Sweden were asked questions about their reasons for choosing the programme, the expectations they had of it and how they were fulfilled. The results showed that the parents were satisfied with the development of their child, and wanted to continue to take part in further courses with their child. They appreciated the intensive training and found it motivating and enjoyable for the child. They wanted an intensive training for their child because they believed that active training could help the child to develop. The parents learned more about cerebral palsy at the courses and now understood why and how they could train their child. Most of the parents continued the training at home with the child. They experienced financial difficulties in participating in further courses, and found it difficult to stay away from work and family for a long period of time.  相似文献   

16.
This grounded theory study explores beliefs about disability and inclusion from the perspectives of educators of young children in their respective roles as elementary school teachers and early childhood educators, in Ontario, Canada. The social relational model described by Reindal is used as a theoretical framework for interviews with four educators. The interview data provide a theory of educators' beliefs and show the relationship of the beliefs to their practice. Implications based on the theory are presented for both policy and professional development.  相似文献   

17.
While there has been an increasing professional and political focus on the prevalence and harmfulness of child neglect, little has been done to explore what child neglect means outside child protection circles. This qualitative study explores lay constructions of child neglect by thematically analyzing focus group discussions between 46 self-defined ‘lay’ people in England.Participants viewed neglect as extremely damaging for children and as arising when children’s physical, emotional, training and supervisory needs were unmet due to abnormal parental behavior. Children with unmet needs were positioned as deprived, unloved, uncontrolled and escaping. They were only positioned as neglected when failure to meet their needs was attributable to a lack of parental knowledge and skill (clueless parents), a lack of appropriate parental disposition (underinvested parents) or both (unsuitable parents). ‘Normal’ parents – those with the appropriate parental disposition, skills and knowledge – who failed to meet their children’s needs were not seen as neglectful but rather as overburdened.As ‘normal parenting’ has fragmented in late modernity, society wide consensus on child neglect was felt by participants to have retreated to child protection definitions, alienating lay understandings. If child neglect really is ‘everybody’s business’, then it is important that lay people are included in forging new definitions of and responses to meeting the needs of children.  相似文献   

18.
A child care subsidy is one of the most effective policy instruments to facilitate low-income individuals’ transition from welfare to work. Although previous studies consistently find that subsidy receipt is associated with increased employment among single mothers, there is currently no evidence on the influence of these benefits on the decision to invest in human capital. Using data from the Kindergarten cohort of the Early Childhood Longitudinal Study, this paper examines the impact of child care subsidy receipt on the likelihood of engaging in education and job training activities. We identify the impact of subsidy receipt by exploiting plausibly exogenous geographic variation in the distance that parents must travel from home in order to reach the nearest social service agency that administers the subsidy application process. Results suggest that child care subsidies encourage single mothers to engage in human capital investment. In particular, our instrumental variables estimates imply that subsidy receipt increases the likelihood that a single mother enrolls in courses at a school or university by 13 percentage points and participates in a job training program by 8 percentage points.  相似文献   

19.
Successful inclusion of children with special educational needs (SEN) in school settings depends largely on the attitudes of parents of peers without SEN. The purpose of the present study was to explore the attitudes of Greek parents of primary school children without SEN towards inclusion. The participants were 338 parents (182 fathers, 156 mothers), aged 27 to 58 years (mean age = 39 years and 5 months). They were asked to complete the My thinking about inclusion scale and a further short questionnaire. The findings revealed that Greek parents of primary school children not identified as having SEN had an overall positive attitude towards inclusion. Gender differences were also established—fathers held more positive attitudes towards inclusion than mothers, even when controlling for age, educational level and the presence of a child with SEN in their child’s classroom. However, mothers were overall more willing than fathers to engage themselves and their child in interaction with a child with SEN.  相似文献   

20.
Children of parents with sensory disability may feel that their experience helped nurture their sense of empathy. The study was designed to examine the connection between parents’ sensory disability (visual disability to blindness and hearing disability to deafness) and the empathy and emotional literacy of their non‐sensory‐disabled children. Participants were 77 children aged 7–17 – 37 children of parents with a sensory disability and 40 children of parents with no such disability. Questionnaires to check empathy and emotional literacy were accompanied by a demographic questionnaire. Findings revealed that levels of empathy and emotional awareness of others (a measure of emotional literacy) were higher among children of parents with a sensory disability than among children of parents without a disability. The results expand the literature on that subject and shed light on the important issues of empathy and emotional literacy in families with disability.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号