Theory, practice, and perspectives: Disability Studies and parenting children with disabilities

Vaughan, Kelly P.; Super, Gia

doi:10.1080/09687599.2019.1621741

Cited by 15 publications

(11 citation statements)

References 30 publications

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“…is a matter of justice, equality and rights, which should be established as equitable norms rather than an aspiration associated with equality of opportunity ' (p. 1037). In their study, Vaughan and Super (2019) stated that 'we wanted our children to belong, to feel included, to be part of the classroom community without merely being accommodated into an existing community ' (p. 1116).…”

Section: An Overview Of Disability Modelsmentioning

confidence: 99%

“…The authors stressed that ‘society should and can do better, in terms of responsibilities of a social contract to all their citizens, to enable not just living in dignity but being able to flourish with disability’ and that it ‘… is a matter of justice, equality and rights, which should be established as equitable norms rather than an aspiration associated with equality of opportunity’ (p. 1037). In their study, Vaughan and Super (2019) stated that ‘we wanted our children to belong, to feel included, to be part of the classroom community without merely being accommodated into an existing community’ (p. 1116).…”

Section: Introductionmentioning

confidence: 99%

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Conceptualising, defining and providing special education in China: stakeholder perspectives

Alduais

Deng

2022

Research in Spec Educ Needs

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Conceptualising and defining special education determine what services will be provided for learners with special educational needs (SENs). The focus of our study was two questions: (1) how are people with SENs in China defined, conceptualised and perceived by stakeholders, and (2) how does society in China view special education? This was accomplished by conducting a qualitative study using in‐depth interviews with nine Chinese stakeholders, including administrators, practitioners and academics. The findings revealed that China uses the traditional, social and medical models in the same manner as the rest of the world when conceptualising, defining and providing special education services. However, there are several additional context‐related differences, such as the provision of special education in four different ways (i.e., inclusion, mainstreaming, segregation and exclusion). Although the participants believe that society has made significant progress towards the acceptance of persons with disabilities, they assert that minor, unsystematic and atypical discrimination still exists according to the type of disability or socioeconomic status of each member. While this study sheds revealing light on contemporary conceptions about special education and disability expressed by participants, a deeper understanding of the Chinese educational system's eligibility model for special education, and inclusive education has been gained.

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Section: An Overview Of Disability Modelsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Conceptualising, defining and providing special education in China: stakeholder perspectives

Alduais

Deng

2022

Research in Spec Educ Needs

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“…This experience has been emblematic for me in a personal and professional quest to explore the notion of inclusion in relation to learning disability. As I reflect on my own battles for equality I identify as a parent-scholar (Vaughan and Super 2019), weaving auto-ethnographic reflections through critical theory and practice. This immersion has been a way of navigating the labyrinth of joys and injustices that pepper the parenting of a learning disabled child with a view to seeking 'alternative narratives to the ones that were available' (1108).…”

Section: -Prelude: All Means Allmentioning

confidence: 99%

“…(Shakespeare 2013,19). It can also be seen to be a way of reclaiming disability identity, demonstrating an allegiance to disability culture (Andrews et al, 2019;Vaughan and Super 2019). Language around learning disability can be problematic and arises as thematically significant in the research central to this article.…”

Section: Introductionmentioning

confidence: 98%

Learning disability imagined differently: an evaluation of interviews with parents about discovering that their child has down’s syndrome

Frizell

2020

Disability & Society

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This article presents findings of a qualitative research study evaluating interviews with eight parents about their experience of discovering their child has Down's Syndrome. The article presents five themes emerging from a qualitative research study using Interpretative Phenomenological Analysis (IPA) as an evaluation method. The themes comprise what it is that makes a life worth living, the loss of an illusion, the language we use to speak about learning disability, the myths that surround it and wider issues of belonging. The diagnosis of a child with Down's Syndrome confronts parents with neoliberal values, that are underpinned by the idea that happiness and fulfilment are derived from independence, success and economic productivity. As a learning disabled child is welcomed into the family, an opportunity is presented to question our assumptions and beliefs about learning disability, to re-evaluate what we mean by normal, to challenge neoliberal values and to imagine disability differently.

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“…Recent studies have indicated that there are still large numbers of families struggling to comprehend the situations of their disabled children. Also, the failure of the families to get involved in this challenge has consequences for the development their children (Vaughan & Super, 2019). Family interaction is the highest satisfaction in family life (Balcells-Balcells, Giné, Guàrdia-Olmos, Summers, & Mas, 2019; Zeng, Hu, Zhao, & Stone-MacDonald, 2020); on the other hand, emotional health is the lowest satisfaction in the family (Zeng et al, 2020), including in families of children with disability (Chiu, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Role of Family Communication in the Family Resilience of Deaf Children’s Families

Ramadhana

Karsidi

Utari

et al. 2021

Journal of Family Issues

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This study examines the family resilience of deaf children through the perspective of family communication. We examine the relationship between family communication patterns (including conformity and conversation orientation) with family resilience and compare differences in processes in family resilience of family types. Parents of deaf children ( n = 129) in Indonesia completed a survey of family communication patterns and family resilience. Our findings show that there is a significant positive relationship between family communication patterns and family resilience, with preference to conversation orientations. All family types were identified as having a relationship with family resilience with different uniqueness in their resilience processes. With the relationship between these two concepts, perhaps the concept of communication patterns in the family can become a theoretical framework that binds the literature on family resilience in a sample of families with deaf children. Implications and direction for future research are discussed.

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Theory, practice, and perspectives: Disability Studies and parenting children with disabilities

Cited by 15 publications

References 30 publications

Conceptualising, defining and providing special education in China: stakeholder perspectives

Conceptualising, defining and providing special education in China: stakeholder perspectives

Learning disability imagined differently: an evaluation of interviews with parents about discovering that their child has down’s syndrome

The Role of Family Communication in the Family Resilience of Deaf Children’s Families

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