The Palgrave Handbook of Disabled Children's Childhood Studies.

Intro -- Foreword -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- Introduction -- The Purpose of the Book -- The Background and Approach -- The Aims of the Book -- References -- Part I: Sharing Experience and Building Understandings -- The Texting Project -- The Tree of Participation: Our Thoughts About Growing a Culture of Participation Between Young People, Parents and Health Team Staff -- Introduction -- Conversations About Participation -- What Is Participation? -- Our Tree of Participation -- The Roots -- The Trunk -- The Leaves -- Our Key Messages for a Successful Participation Group -- "What Can I Say?" -- Introduction -- Jamie's Story -- Wendy's Story -- Concluding Thoughts -- References -- The Heaviest Burdens and Life's Most Intense Fulfilment: A Retrospective and Re-understanding of My Experiences with Childhood Liver Disease and Transplantation -- Some Final Thoughts -- References -- My Sister, My World: From Second Mum to Nurse -- Introduction -- My Story -- Beth Is 17 Now -- Being a Disabled Woman and Mum: My Journey from Childhood -- Introduction -- First Messages at School -- Messages Kept on Coming! -- So Am I a Young Person or Am I Growing Up? Mixed Messages -- Giving the Messages Back and Moving Forward -- Messages for Others -- Norms, Culture and Environment: Getting to Know My Baby and Me? -- And the Messages Still Keep Coming and We Keep Giving Them Back -- So Can I Have Any Worries? And Support? And Trust? -- Childhood to Motherhood -- References -- Going 'Off Grid': A Mother's Account of Refusing Disability -- Introduction -- Explaining the Metaphor -- History, Briefly: Becoming 'Disabled' -- Refusing Disability, Theoretically -- Queer-ying Becoming -- Concluding: Refusing Disability and  Turning Tables? -- Afterword: Problematising (Even More) the  Ethics of Researching 'Disability' -- References.

Part II: Research Studies: the lives of disabled children across the globe -- Research Involving Disabled Children and Young People -- The Social Relational Model of Deaf Childhood in Action -- Background -- Medical Models and Social Models, and Deaf Childhoods -- The Social Model Under Scrutiny -- Disability Culture, Deaf Culture, and Inclusion -- Superdiversity and the Deaf Community -- The Social Relational Model of Deaf Childhood -- The Study Design and Rationale -- Participants -- Inclusion Starts with Oneself -- Conclusion -- References -- 'The Embodiment of Disabled Children and Young People's Voices About Participating in Recreational Activities': Shared Perspectives -- Introduction -- Childhood and Health: Recreation and Wellbeing -- Voices of Disabled Children and Young People -- Thinking Disabled Children's Childhoods -- Equality of Opportunity to Play? -- Ethical Principles of Practice, Education and Research -- Methods to Capture the Voices of Disabled Children -- Disabled Children and Young People's Cycling Stories -- 'VOCAL' Research -- Conclusion -- References -- Making Space for the Embodied Participation of Young Disabled Children in a Children's Centre in England -- Introduction -- Disabled Children's Participation -- Aim and Methodological Approach -- Story 1: Material Matters -- Story 2: Resisting Routines -- Story 3: Encountering Care -- Conclusion -- References -- Interrogating the 'Normal' in the 'Inclusive' Early Childhood Classroom: Silence, Taboo and the 'Elephant in the Room' -- Introduction -- Troubling the Concept of 'Inclusion' -- The 'Inclusive' Classrooms -- Conceptualising the 'Normal' -- Examining the Work of the 'Normal' -- Silences Have Effects -- Silence: Moving Past -- Silence: No Way to Speak -- Discussion -- References -- The Kids Are Alright: They Have Been Included for Years -- Introduction.

Background to the Study -- Young People's Voices in Disabled Children's Childhood Studies -- Methodology -- Participants -- The Interview -- Reticence to Speak in Interviews -- Conceptualising the Interview -- Seeking Confession, Constituting the Self -- Silences -- Conclusion -- References -- Expressive Eyebrows and Beautiful Bubbles: Playfulness and Children with Profound Impairments -- The Passport to Play Study -- Findings -- Conclusions -- References -- My Friends and Me: Friendship and Identity Following Acquired Brain Injury in Young People -- Outcomes of ABI -- Identity, Young People and ABI -- Friendship and Evolving Identity -- The Study -- Methodology -- The Sample -- Me and My Friends -- Findings -- Friendship and Loss -- Being with Friends -- Friendship as a Mirror on the Self -- Friendship and Expectations -- Discussion -- References -- Thinking and Doing Consent and Advocacy in Disabled Children's Childhood Studies Research -- Consent and Advocacy -- Consent as Embodied and Ongoing -- Joe's Reminder of Risk -- Advocating Otherwise -- Stories Left Untold -- Conclusions -- References -- Part III: Research Involving Parents of Disabled Children, Young people and Adult Children -- The 'Disability Commons': Re-thinking Mothering Through Disability -- Introduction -- Austerity Parenting -- Mothering Disabled Children in Austere Times -- Difference and Sameness -- Re-thinking Mothering -- The Maternal Commons -- The Disability Commons -- Conclusion -- References -- Intersectionality Theory in Research with the Fathers of Children with the Label of Autism -- Introduction -- Background -- Research Sample and Justification -- Ethical and Theoretical Considerations -- Themes -- Theme 1: Autism, Fathers and Gender Identity -- Theme 2: Autism, Fathers and Gender in Context -- Theme 3: Autism, Fathers, Gendered Bodies and Time -- Discussion.

Concluding Remarks -- References -- The Construction of Life Trajectories: Reflections, Research and Resolutions for Young People with Behavioural Disabilities -- Introduction -- Methodology -- Ethical Implications -- Research Analysis: Constructions of Life Trajectories -- Discrimination, But Why? -- Conclusions -- References -- Personalisation Policy and Parents: The Formalisation of Family Care for Adult Children with Learning Disabilities in England -- Introduction -- Personalisation Policy in the UK -- The Research Study -- 'Insider Research': An (Auto) Ethnographical Approach -- Data Generation -- Role Tasks of the Parents/SP -- Power Within Partnership Working Between Parents and Professionals -- The Business of Running a Direct Payment -- The Power of Veto -- Emotional Caregiving and the Exploitation of Parents: Suitable People at Risk -- Conclusion -- References -- Part IV: Ethics and Values -- Anonymity, Confidentiality and Informed Consent: Exploring Ethical Quandaries and Dilemmas in Research with and About Disabled Children's Childhoods -- Introduction -- Codes of Practice and Guidelines for Research -- Anonymity and Confidentiality and Informed Consent, Assent and Competence -- Children as Research Participants -- Telling Stories -- Implications for Practice -- References -- Supporting Families in Raising Disabled Children to Enhance African Child Development -- Introduction -- Disability Families in the African Context -- African Child Development -- Disability Family Responsibilities -- Early Intervention Support for Families of Disabled Children -- Conclusion -- References -- Normalcy, Intersectionality and Ableism: Teaching About and Around 'Inclusion' to Future Educators -- Introduction -- Three Key Concepts: Ableism, Intersectionality and Normalcy -- Concept 1: Ableism -- Concept 2: Intersectionality -- Concept 3: Normalcy.

Utilising 'Ableism', 'Intersectionality' and 'Normalcy' in Teaching -- Conclusion -- Notes -- References -- "Just Sumaira: Not Her, Them or It" -- Immoral Exploitation -- Genetic Study -- My Experience -- Conclusion -- References -- Part V: Theory and Critical Ways of Thinking -- What's Wrong with 'Special'? Thinking Differently in New Zealand Teacher Education About Disabled Children and Their Lives -- What's Wrong with 'Special'? -- New Zealand Educational Policy Context -- New Zealand Teacher Education Context -- Teacher Education for Equity and Excellence -- Putting It into Practice in ITE and PG Teacher Education -- Initial Teacher Education (Gill) -- Students' Perspectives of School -- Lucy Collins-McKenzie, 2014 -- Reflection of learning -- Postgraduate Teacher Education (Jude) -- Looking Ahead -- References -- A Diversity of Childhoods: Considering the Looked After Childhood -- Introduction -- Looked After Childhoods: Rising Numbers -- Surveillance and Intimate Spaces: Relational Moments -- Pathologised Childhoods -- Possible Futures: The Place of Vulnerability -- Drawing Some Conclusions -- References -- A Relational Understanding of Language Impairment: Children's Experiences in the Context of Their Social Worlds -- Listening to Children and the Voices of Others in Their Social Worlds -- Research Methods -- Looking Through Small Windows -- Language Impairment: Whose Problem Is It? -- Language Impairment: Uncertain and Moving -- Language Impairment: Misunderstandings and Misunderstood -- Language Impairment: A Social, Relational Phenomenon -- Implications for Practice -- A Reflection on the Ethics of the Study -- References -- Resilience in the Lives of Disabled Children: A Many Splendoured Thing -- Introduction -- Childhood Resilience -- The Problematic Relationship Between Disability and Resilience.

The Consequences of Failing to Be 'Resilient'.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.