This textbook brings together a wide range of expert voices from the field of disability studies and the disabled people's movement to tackle the essential topics relevant to this area of study. From the outset disability is discussed from a social model perspective, demonstrating how future practice and discourse could break down barriers and lead to more equal relationships for disabled people in everyday life.
An interdisciplinary and broad-ranging text, the book includes 50 chapters on topics relevant across health and social care. Reflective questions and suggestions for further reading throughout will help readers gain a critical appreciation of the subject and expand their knowledge.
This will be valuable reading for students and professionals across disability studies, health, nursing, social work, social care, social policy and sociology.
Chapter 16: Education (School)
In writing this short chapter about education and disability I draw upon my own experiences as a disabled person, as an academic in both Disability Studies and inclusive education, and as a parent of disabled children. In particular I attempt to outline the position of disabled children in education and relay their perspectives.
Access to, and the quality of, education for disabled children has been politicised by the disabled people's movement. Writers such as Barton and Armstrong (2007), Moore and Slee (2012) and Oliver and Barnes (2012) have argued that education for disabled children is a civil/human rights issue which should not be separated from other sociological debates, and that failure to provide all children with meaningful educational experiences denies them citizenship. As with ...