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The impact of childhood on disabled professionals
- Authors:
- SHAH Sonali, ARNOLD John, TRAVERS Cheryl
- Journal article citation:
- Children and Society, 18(3), June 2004, pp.194-206.
- Publisher:
- Wiley
The impact of childhood on success in adulthood has been much researched. This paper discusses how parental expectations, social class, childhood experiences and gender influenced the career success of disabled people. For respondents with congenital disabilities, disability was perceived as a primary factor influencing parental expectations, but those with acquired disabilities felt it was gender. Social class played a significant part in all respondents' childhood socialisation and parental expectations. Some experienced deprivation and trauma as children, encouraging them to master future life events. The findings highlight the importance of childhood socialisation to the career success of disabled people.
Disability and social participation in Europe
- Author:
- EUROPEAN COMMISSION. Eurostat
- Publisher:
- Office for Official Publications of the European Communities
- Publication year:
- 2001
- Pagination:
- 81p.
- Place of publication:
- Luxembourg
Aims to respond to the growing demand by Member States and the European Commission for internationally comparative statistics on the social situation of people with disabilities. Contents: self reported disability; social participation; sources of income and benefits; satisfaction, socialising and own perception of health.
Unaddressed: the housing aspirations of young disabled people in Scotland
- Author:
- DEAN Jo
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2003
- Pagination:
- 46p.
- Place of publication:
- York
This report explores the housing careers and aspirations of disabled young people in Scotland, based on interviews with 30 people with learning disabilities and physical disability. It starts by reviewing what is known about the housing careers of young people in the general population, noting that the impact of disability is rarely considered in general studies who distinguish by categories such as gender, ethnicity, educational attainment and family income. Five groups of young people are identified: those satisfied and dissatisfied with living in the parental home, those who left for education, those who left in crisis, and those who left in a planned way for reasons other than education. It is found that moving out of the family home is viewed as a symbol of adulthood and as being about independence and choice. There is an overwhelming reliance on the social rented sector to enable young people to move away from the parental home, and disabled young people do not appear to be accessing specialist housing advice which could widen their options. The paper concludes by suggesting that there is a need for housing education to enable young people to form realistic aspirations and, if they choose to leave the family home, access the most appropriate housing. Introduction There is no sharp distinction between childhood and adulthood.
Inclusive education: learners and learning contexts
- Editor:
- NIND Melanie
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 287p.,bibliog.
- Place of publication:
- London
Engages with a diversity of learners and learning contexts within the sphere of inclusive education. Aiming to explore questions such as, how to respond to children at risk of exclusion, and what we can learn from each other in enhancing inclusion, this book includes: an examination of issues of gender, ethnicity, class, culture, sexuality and disability; and an examination of inclusive practice in different schools, different classrooms and beyond.