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Patterns and provision in respite care and the Children Act
- Authors:
- ROBINSON Carole, STALKER Kirsten
- Journal article citation:
- British Journal of Social Work, 23(1), February 1993, pp.45-63.
- Publisher:
- Oxford University Press
Presents the findings of a three-year study into respite care services to disabled children and discusses these in the light of the Children Act 1989.
Children's experiences of disability: pointers to a social model of childhood disability
- Authors:
- CONNORS Clare, STALKER Kirsten
- Journal article citation:
- Disability and Society, 22(1), January 2007, pp.19-33.
- Publisher:
- Taylor and Francis
The social model of disability has paid little attention to disabled children, with few attempts to explore how far it provides an adequate explanatory framework for their experiences. This paper reports findings from a two-year study exploring the lived experiences of 26 disabled children aged 7-15. They experienced disability in four ways - in terms of impairment, difference, other people's behaviour towards them, and material barriers. Most young people presented themselves as similar to non-disabled children: it is suggested they may have lacked a positive language with which to discuss difference. It is further argued that Thomas's (1999) social relational model of disability can help inform understandings of children's experiences, with 'barriers to being' having particular significance.
Children's perceptions of their disabled siblings: she's different but it's normal for us
- Authors:
- STALKER Kirsten, CONNORS Clare
- Journal article citation:
- Children and Society, 18(3), June 2004, pp.218-230.
- Publisher:
- Wiley
This paper reports on a two-year study exploring children's understandings of disability. It focuses on findings from interviews conducted with 24 children, aged 6 to 19, who had disabled siblings, exploring their perceptions of impairment, disability and difference. Most were very aware of their sibling's impairment but the majority did not see that as making their siblings different. Where difference was perceived, this was sometimes attributed to their siblings' experience of disability - unequal treatment and the hostile attitudes of others. Most children saw their disabled sibling as holding various identities and their shared biographies, as members of the same family, may have taken precedence over any perceived differences.
Barriers to training for disabled social work students
- Authors:
- BARON Steve, PHILLIPS Rena, STALKER Kirsten
- Journal article citation:
- Disability and Society, 11(3), September 1996, pp.361-377.
- Publisher:
- Taylor and Francis
Disabled people wishing to enter Higher Education are confronted with a number of barriers, yet relatively little research has been carried out to identify the level and nature of such obstacles. The short study reported here was designed to examine policy and practice within a number of social work training institutions in Scotland. Interviews were held with disabled students and ex-students, course tutors and practice teachers. Barriers to training are identified in five main area: first, the disabling physical environment; secondly, problems of typification (whereby global assumptions of impairment are made about individuals); thirdly, failure of equal opportunities policies; fourthly, the practice of treating all students in the same way, resulting in discrimination against a few; and, finally, self-censorship on the part of students. It is argued that the reluctance of some students to 'declare' an impairment is a rational response to the disabling policies pursued, albeit inadvertently, by institutions. The implications of these findings for policy and practice are discussed.
Communicating with disabled children
- Authors:
- STALKER Kirsten, CONNORS Clare
- Journal article citation:
- Adoption and Fostering, 27(1), Spring 2003, pp.26-35.
- Publisher:
- Sage
The authors discuss the methods used in a study seeking disabled children's accounts of their everyday lives. In the study 26 disabled children were interviewed, visual aids and activities were also used. The design and effectiveness of these methods are discussed. The authors conclude that communicating with most disabled children is little different from communicating with any child.