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Evaluating Lifeworld as an emancipatory methodology
- Author:
- HODGE Nick
- Journal article citation:
- Disability and Society, 23(1), January 2008, pp.29-40.
- Publisher:
- Taylor and Francis
Disability research is conducted within a highly politicised 'hotbed' of competing paradigms and principles. New researchers, who want to work within the social model, are soon faced with complex and challenging methodological and philosophical dilemmas. The social model advocates research agendas that are focused on the emancipation and empowerment of disabled people but, in reality, these are rarely achieved. To be successful researchers need to engage with innovative and creative methodologies and to share their experiences of these within environments that welcome challenge and debate. This paper focuses on Lifeworld and assesses its value as a tool for emancipatory research. Using examples from a study with parents, whose children were in the process of being labelled as having autism, the paper illustrates how the principles that 'underpin' the methodology offered a supportive framework for a novice researcher.
Deaf time in the twenty-first century: considering rights frameworks and the social relational model of Deaf childhood
- Authors:
- SNODDON Kristin, UNDERWOOD Kathryn
- Journal article citation:
- Disability and Society, 32(9), 2017, pp.1400-1415.
- Publisher:
- Taylor and Francis
This paper considers Deaf time, or imagined futures of Deaf communities, as the authors question the efficacy of a rights framework to support the social relational model of Deaf childhood, which positions Deaf children within Deaf cultural discourses. The authors probe a disability rights discourse where the inclusion movement promotes the right of all children to high quality education and full participation in society. However, there is a gap between rhetoric and practice in early childhood education, which has often been a site of disablement for Deaf children and their families. In addition, legal recognition of the right to sign language in several contexts has not prevented a decline in numbers of Deaf children learning sign language. In planning for future Deaf communities, we examine Deaf cultural childhoods through the development of a parent ASL curriculum that is aligned with the Common European Framework of Reference for Languages (CEFR). The curriculum is contextualized in relation to disability rights, sign language rights, and the rights of children outlined in the United Nations Convention on the Rights of the Child and Convention on the Rights of Persons with Disabilities. (Edited publisher abstract)
Dear parents ...
- Author:
- MASON Micheline
- Publisher:
- Inclusive Solutions
- Publication year:
- 2008
- Pagination:
- 140p.
- Place of publication:
- Nottingham
This book provides insight into the relationship between disabled children and their parents, and aims to help parents of disabled children to navigate around and away from the medical model of disability and bring the social model of disability home to them and their children. It emphasises the importance of the right to belong despite the barriers to inclusion. The author is a member of the Disability Movement and a Disability Equality Trainer who has been a life-long disabled person and is also the parent of a disabled child. This book offers her advice, insight and courage, including examples of her poetry. Contributions are also made from a range of disabled people who offer their thinking on what their parents did to support them as a child, and what they wish their parents’ had known or done differently. This book offers insights for parents wishing to empower their disabled children, and is also of interest to professionals who support young disabled people and their families.
Understanding structural and communication barriers to ordinary family life for families with disabled children: a combined social work and social model of disability analysis
- Authors:
- WOODCOCK Johanna, TREGASKIS Claire
- Journal article citation:
- British Journal of Social Work, 38(1), January 2008, pp.55-71.
- Publisher:
- Oxford University Press
This research, constituting secondary data analysis of a current Economic and Social Research Council funded programme of research with parents with disabled children in two areas in Northern England, responds to policy and practice prescriptions for family support services to be responsive and inclusive to a diversity of parenting situations. An innovative research methodology, involving the collaborative analysis of a social work researcher and disability studies researcher, was used to gain a more holistic understanding of the issues in working with social work populations by investigating the concerns of a normative population. Findings identified a number of barriers to inclusion even for mainstream disabled families, particularly in the area of parent–social worker communication. The paper provides an initial contribution to current social work concerns of the need to improve the theoretical underpinning of ‘specialist social work communication skills’ for different practice settings by identifying communication issues and skills for work with parents of disabled children. Moreover, as secondary analysis of qualitative data is rarely reported, the paper provides a useful commentary on this type of research process.
Triangulation and theoretical understanding
- Authors:
- MA Agnes, NORWICH Brahm
- Journal article citation:
- International Journal of Social Research Methodology, 10(3), July 2007, pp.211-226.
- Publisher:
- Taylor and Francis
The more recent interpretation of triangulation in social and educational research was summarised and examined with reference to theory triangulation applied in an empirical study. The construction of special educational needs (SEN) from the individual experiences of a sample of SEN co-ordinators and SEN teachers, parents, and adolescents with emotional and behavioural difficulties or physical disabilities were interpreted from the perspectives of personal construct theory, bio-psycho-social model, socio-psychological analysis, bioecological model of human development and a developmental model of self-understanding. Their points of convergence and divergence enriched and extended theoretical understanding. The focus on the 'verstehen' psychological level of analysis and on forging closer theory, concept and data connections influenced the range of theory choice. This instance of theory triangulation casts doubts on the Duhem-Quine thesis of underdetermination.
The emotional well-being of young people having a parent with younger onset dementia
- Authors:
- HUTCHINSON Karen, et al
- Journal article citation:
- Dementia: the International Journal of Social Research and Practice, 15(4), 2016, p.609–628.
- Publisher:
- Sage
Younger onset dementia (YOD) not only affects the person with the diagnosis but the whole family, which often includes young people. A limited body of research on this group of young people indicates that they experience varying degrees of emotional trauma. The authors explored the lived experiences of young people having a parent with YOD from the perspective of the social model of disability. Data were available from semi-structured interviews with 12 young people who had a parent with YOD looking at their lived experiences between 8 and 24 years. Thematic analysis identified four main themes: the emotional toll of caring, keeping the family together, grief and loss and psychological distress. The social model of disability theory provides a helpful framework for these families who experience significant emotional distress, demonstrating that the disability is often socially constructed by a society, which marginalises and excludes them. A ‘whole family’ approach is proposed, where the needs of young people and their parents are respected and responded to age appropriately. (Edited publisher abstract)