Disability is an increasingly vital contemporary issue in British social policy especially in education. Education, disability and social policy brings together for the first time unique perspectives from leading thinkers including senior academics, opinion formers, policy makers and school leaders. Key issues covered include: law and international human rights frameworks; policy developments for schools and school leaders; educational inequalities for disabled children and young people and curriculum design and qualifications changes for children who are being failed by the current education system.
The book is a milestone in social policy studies, of enduring interest to students, academics, policy makers, parents and campaigners alike.
academics with disabilities, chronic illnesses and/or neurodivergences, but the nature of the topic clearly affected and interested that group of scholars the most. I know that every single delegate had one form of need or another. Second, and related to the fact that every delegate had disclosed some need, the conference was the first of its kind by way of accessibility and inclusion. The event was organised in such a way that delegates could participate in and contribute to within the halls of the conference setting, but also remotely from home. The organisation had
It’s because of my physical appearance and because I’m Asian that I am bullied. Sometimes people make fun of me and ruin my belongings but I don’t tell my parents. ( Ditch the Label, 2018 : 15) Introduction This chapter turns to those children at increased risk of poverty either through their belonging to a non-white ethnic minority or through their own or a family member’s disability. As well as having an increased risk of living in poverty, these are circumstances that, when combined with poverty, have an interactive effect. Ethnicity While the
Introduction Academia is directed by policy and government legislation when managing students and, as such, the requirements of the Equality Act 2010 to meet the accessibility needs of disabled students are fulfilled. We can see, however, that even within society the inequalities and needs of individuals are not always met (Smith, 2017 ). Alongside this sits the discussion about the terminology we use and how that impacts on the social construct of disability. By exploring some of the historical perspectives and definitions that have emerged, and in
7 ONE disability and education in historical perspective Anne Borsay introduction The human rights agenda, broadly defined, promotes health and well-being by upholding ‘opportunity and choice, freedom of speech, respect for individuality and an acceptance of difference in all spheres of life’ (Armstrong and Barton, 1999, p 211). For disabled people, the realisation of these aspirations is an inclusive society, where the economic, political, ideological, social and cultural barriers that underpin inequality and discrimination are dismantled. The purpose of
105 SIx building brighter futures for all our children: education, disability,1 social policy and the family Philippa Russell introduction [We are] setting out an ambitious programme of action that will bring disabled people fully within the scope of the ‘opportunity society’. By 2025, disabled people in Britain should have full opportunities and choices to improve their quality of life and to be respected and included as equal members of society. (Prime Minister’s Strategy Unit, 2005) Our aim is to make this the best place in the world for our children
Introduction In this chapter, I reflect critically on my experiences of making my disability visible in teaching, through the process of asking students to engage in particular behaviours which improve the accessibility of my role as their lecturer. I use critical and feminist disability studies work to reflect on how this has been – and still is – a difficult, discomforting decision and process. I conclude with some reflective questions for disabled academics, and some recommendations. This is personal Before starting, I want to make clear that my
experiences of those with embodied differences, such as those with disability, chronic illness or neurodivergence. Embodiment The term embodiment is contested (Sheets-Johnstone, 2015 ), and part of the battle of using the word is the need to continuously define and determine what we mean by it. For some sociologists the idea of embodiment relates to how we perform our identity, the clothes we wear, whether we choose to have tattoos, piercings, or the way that we display to others how we choose to identify ourselves within society (Evans et al, 2004 ). When it comes
323 Reconstructing disability, childhood and social policy in the UK John Davis, Nick Watson, Mairian Corker and Tom Shakespeare Introduction This chapter examines the medical and social ‘models’ that have underpinned social policy aimed at disabled children. It suggests that both ‘models’ are premised on notions of deficit and dependency. By drawing on ethnographic data, this chapter challenges some of the ‘taken-for-granted’ assumptions that inform policy approaches to disability and childhood. We want to suggest that what pertains is not natural, or obvious
There is a growing concern about the social exclusion of a range of minority groups, including people with learning difficulties. Lifelong learning is seen as one of the central means of challenging the exclusion of this group, but also of enhancing their economic status. This book demonstrates that policy based on human capital premises has produced forms of lifelong learning which exacerbate the marginalisation of people with learning difficulties.
The Learning Society and people with learning difficulties: reviews the range of policy fields which increasingly intervene in the lifelong learning arena; maps the agencies involved in service delivery and describes their (sometimes conflicting) ethos; provides in-depth accounts of the lived experiences of individuals with learning difficulties as they navigate lifelong learning options.
Its exploration of the links between community care, education, training, employment, housing and benefits policies in the context of lifelong learning is unique.
This book makes a significant contribution to debates about how people with learning difficulties may achieve social inclusion, and the part which lifelong learning may play in this. It is therefore invaluable reading for policy makers, practitioners and academics interested in these issues.