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'I want support, not comments': children's perspectives on supports in their lives

Kathleen Mortier (UGent) , Lore Desimpel (UGent) , Elisabeth De Schauwer (UGent) and Geert Van Hove (UGent)
(2011) DISABILITY & SOCIETY. 26(2). p.207-221
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Abstract
Supports are a major part of the daily lives of children with special educational needs who participate in general education schools. Little attention has been paid to how they experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment. However, the analysis also shows how these positive supports can have negative psycho-emotional repercussions, and that they are less focused on addressing disabling barriers. The children’s accounts demonstrate the ambiguous and situated nature of supports, and need for the children to be able to direct supports as ‘chief partners’ in the inclusion process.
Keywords
PUPILS, DISABILITY, STUDENTS, MAINSTREAM, PARENTS, ASSISTANTS, effects of supports, children's experiences, inclusive education, INCLUSIVE EDUCATION, DISABLED-CHILDREN, HIGH-SCHOOL, SOCIAL MODEL, social relational definition of disability

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Citation

Please use this url to cite or link to this publication:

Chicago
Mortier, Kathleen, Lore Desimpel, Elisabeth De Schauwer, and Geert Van Hove. 2011. “‘I Want Support, Not Comments’: Children’s Perspectives on Supports in Their Lives.” Disability & Society 26 (2): 207–221.
APA
Mortier, Kathleen, Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). “I want support, not comments”: children’s perspectives on supports in their lives. DISABILITY & SOCIETY, 26(2), 207–221.
Vancouver
1.
Mortier K, Desimpel L, De Schauwer E, Van Hove G. “I want support, not comments”: children’s perspectives on supports in their lives. DISABILITY & SOCIETY. 2011;26(2):207–21.
MLA
Mortier, Kathleen, Lore Desimpel, Elisabeth De Schauwer, et al. “‘I Want Support, Not Comments’: Children’s Perspectives on Supports in Their Lives.” DISABILITY & SOCIETY 26.2 (2011): 207–221. Print.
@article{1109002,
  abstract     = {Supports are a major part of the daily lives of children with special educational needs who participate in general education schools. Little attention has been paid to how they experience supports. Six children and their peers who were interviewed appreciated supports because they remove restrictions in activities due to the impairment.  However, the analysis also shows how these positive supports can have negative psycho-emotional repercussions, and that they are less focused on addressing disabling barriers.  The children{\textquoteright}s accounts demonstrate the ambiguous and situated nature of supports, and need for the children to be able to direct supports as {\textquoteleft}chief partners{\textquoteright} in the inclusion process.},
  author       = {Mortier, Kathleen and Desimpel, Lore and De Schauwer, Elisabeth and Van Hove, Geert},
  issn         = {0968-7599},
  journal      = {DISABILITY \& SOCIETY},
  keyword      = {PUPILS,DISABILITY,STUDENTS,MAINSTREAM,PARENTS,ASSISTANTS,effects of supports,children's experiences,inclusive education,INCLUSIVE EDUCATION,DISABLED-CHILDREN,HIGH-SCHOOL,SOCIAL MODEL,social relational definition of disability},
  language     = {eng},
  number       = {2},
  pages        = {207--221},
  title        = {'I want support, not comments': children's perspectives on supports in their lives},
  url          = {http://dx.doi.org/10.1080/09687599.2011.544060},
  volume       = {26},
  year         = {2011},
}

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