Valuing Disabled Children and Young People
Focusing on contemporary childhood disability issues, and relevant to the lived experiences of disabled children and young people and their families, this book addresses themes such as transition, identity, education, inclusion and service provision. It also includes insightful contributions on participatory research and practice with disabled children and young people, including an emphasis on capability, voice and communicative spaces for those with life limiting and more severe levels of impairment.
The contributions to this book are grounded in a commitment to the rights of disabled children and young people, as explicitly recognised under the United Nations Conventions on the Rights of the Child (1989) and Rights of Persons with Disabilities (2006). However, the authors also draw our attention to the detrimental impact of economic austerity and conflict on the extent to which these rights are being realised, encouraging further consideration of issues relating to social justice, inter-dependence and participation. Addressing the diversity of disabled childrens lives across service domains and international contexts, this book provides an evidence base to support the realisation of the rights of disabled children and young people. This book was originally published as two special issues of Child Care in Practice.
Berni Kelly is a Senior Lecturer in Social Work at Queens University Belfast, UK. Her main research interests are child and youth disability studies, participatory disability research and transitions to adult life. She is currently working on studies of disabled children and young people living in, and leaving, public care. She is a co-chair of the Disability Research Network at Queens University Belfast.
Bronagh Byrne is a Lecturer in Social Policy at Queens University Belfast, UK. Her key research interests are in disability and childrens rights, education and transitions. She has worked on a number of studies examining the application of international human rights law to policy and practice. She is a co-chair of the Disability Research Network at Queens University Belfast.
Valuing Disabled Children and Young People
Research, policy and practice
Edited by
Berni Kelly and Bronagh Byrne
First published 2017
by Routledge
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2017 The Child Care in Practice Group
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN 13: 978-1-138-68708-0
Typeset in Minion Pro
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Publishers Note
The publisher accepts responsibility for any inconsistencies that may have arisen during the conversion of this book from journal articles to book chapters, namely the possible inclusion of journal terminology.
Disclaimer
Every effort has been made to contact copyright holders for their permission to reprint material in this book. The publishers would be grateful to hear from any copyright holder who is not here acknowledged and will undertake to rectify any errors or omissions in future editions of this book.
Contents
Berni Kelly and Bronagh Byrne
Kirsten Stalker, Charlotte MacDonald, Caroline King, Francis McFaul, Colin Young and Moyra Hawthorn
Rebecca Irvine
Rebecca Wood
John M. Davis, John Ravenscroft and Nik Bizas
Ben Simmons and Debbie Watson
Kathryn Underwood, Cherry Chan, Donna Koller and Angela Valeo
Patricia McNeilly, Geraldine Macdonald and Berni Kelly
Rosemary Murray
Kagendo Mutua and Beth Blue Swadener
David Abbott and John Carpenter
Jennifer Goddard
Aidan Rome, Jessica Hardy, Jamie Richardson and Felicity Shenton
The following chapters were originally published in Child Care in Practice, volume 21, issue 1 (January 2015). When citing this material, please use the original page numbering for each article, as follows:
We Could Kid On that This is Going to Benefit the Kids but No, This is about Funding: Cutbacks in Services to Disabled Children and Young People in Scotland
Kirsten Stalker, Charlotte MacDonald, Caroline King, Francis McFaul, Colin Young and Moyra Hawthorn
Child Care in Practice, volume 21, issue 1 (January 2015) pp. 621
Prioritising the Inclusion of Children and Young People with Disabilities in Post-conflict Education Reform
Rebecca Irvine
Child Care in Practice, volume 21, issue 1 (January 2015) pp. 2232
Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project
John M. Davis, John Ravenscroft and Nik Bizas
Child Care in Practice, volume 21, issue 1 (January 2015) pp. 3349
From Individualism to Co-construction and Back Again: Rethinking Research Methodology for Children with Profound and Multiple Learning Disabilities
Ben Simmons and Debbie Watson
Child Care in Practice, volume 21, issue 1 (January 2015) pp. 5066
Yes They are Listening but Do They Hear Us? Reflections on the Journey of the Barnardos Participation Project
Rosemary Murray
Child Care in Practice, volume 21, issue 1 (January 2015) pp. 7890
The Things that are Inside of You are Horrible: Children and Young Men with Duchenne Muscular Dystrophy Talk about the Impact of Living with a Long-term Condition
David Abbott and John Carpenter
Child Care in Practice, volume 21, issue 1 (January 2015) pp. 6777
The following chapters were originally published in Child Care in Practice, volume 21, issue 3 (July 2015). When citing this material, please use the original page numbering for each article, as follows:
To be Cared For and to Care: Understanding Theoretical Conceptions of Care as a Framework for Effective Inclusion in Early Childhood Education and Care
Rebecca Wood
Child Care in Practice, volume 21, issue 3 (July 2015) pp. 256265
Understanding Young Childrens Capabilities: Approaches to Interviews with Young Children Experiencing Disability
Kathryn Underwood, Cherry Chan, Donna Koller and Angela Valeo
Child Care in Practice, volume 21, issue 3 (July 2015) pp. 220237
The Participation of Disabled Children and Young People: A Social Justice Perspective
Patricia McNeilly, Geraldine Macdonald and Berni Kelly
Child Care in Practice, volume 21, issue 3 (July 2015) pp. 266286
Narrativising Envisioned Futures by Adolescents with Significant Intellectual Disabilities
Kagendo Mutua and Beth Blue Swadener
