The Palgrave Handbook of Disabled Children’s Childhood Studies

Table of Contents

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   Book Overview
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   Chapter 1 The Texting Project
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   Chapter 2 The Tree of Participation: Our Thoughts About Growing a Culture of Participation Between Young People, Parents and Health Team Staff
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   Chapter 3 “What Can I Say?”
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   Chapter 4 The Heaviest Burdens and Life’s Most Intense Fulfilment: A Retrospective and Re-understanding of My Experiences with Childhood Liver Disease and Transplantation
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   Chapter 5 My Sister, My World: From Second Mum to Nurse
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   Chapter 6 Being a Disabled Woman and Mum: My Journey from Childhood
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   Chapter 7 Going ‘Off Grid’: A Mother’s Account of Refusing Disability
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   Chapter 8 The Social Relational Model of Deaf Childhood in Action
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    Chapter 9 ‘The Embodiment of Disabled Children and Young People’s Voices About Participating in Recreational Activities’: Shared Perspectives
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    Chapter 10 Making Space for the Embodied Participation of Young Disabled Children in a Children’s Centre in England
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    Chapter 11 Interrogating the ‘Normal’ in the ‘Inclusive’ Early Childhood Classroom: Silence, Taboo and the ‘Elephant in the Room’
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    Chapter 12 The Kids Are Alright: They Have Been Included for Years
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    Chapter 13 Expressive Eyebrows and Beautiful Bubbles: Playfulness and Children with Profound Impairments
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    Chapter 14 My Friends and Me: Friendship and Identity Following Acquired Brain Injury in Young People
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    Chapter 15 Thinking and Doing Consent and Advocacy in Disabled Children’s Childhood Studies Research
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    Chapter 16 The ‘Disability Commons’: Re-thinking Mothering Through Disability
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    Chapter 17 Intersectionality Theory in Research with the Fathers of Children with the Label of Autism
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    Chapter 18 The Construction of Life Trajectories: Reflections, Research and Resolutions for Young People with Behavioural Disabilities
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    Chapter 19 Personalisation Policy and Parents: The Formalisation of Family Care for Adult Children with Learning Disabilities in England
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    Chapter 20 Anonymity, Confidentiality and Informed Consent: Exploring Ethical Quandaries and Dilemmas in Research with and About Disabled Children’s Childhoods
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    Chapter 21 Supporting Families in Raising Disabled Children to Enhance African Child Development
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    Chapter 22 Normalcy, Intersectionality and Ableism: Teaching About and Around ‘Inclusion’ to Future Educators
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    Chapter 23 “Just Sumaira: Not Her, Them or It”
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    Chapter 24 What’s Wrong with ‘Special’? Thinking Differently in New Zealand Teacher Education About Disabled Children and Their Lives
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    Chapter 25 A Diversity of Childhoods: Considering the Looked After Childhood
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    Chapter 26 A Relational Understanding of Language Impairment: Children’s Experiences in the Context of Their Social Worlds
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    Chapter 27 Resilience in the Lives of Disabled Children: A Many Splendoured Thing
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    Chapter 28 Growing Up Disabled: Impairment, Familial Relationships and Identity
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    Chapter 29 Autistic Development, Trauma and Personhood: Beyond the Frame of the Neoliberal Individual
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    Chapter 30 Making Policy for Whom? The Significance of the ‘Psychoanalytic Medical Humanities’ for Policy and Practice That Affects the Lives of Disabled Children
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    Chapter 31 Disabled Children’s Childhood Studies and Leadership as Experts by Experience’ Leadership: Learning Activism in Health and Social Care Education
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    Chapter 32 Being a Speech and Language Therapist: Between Support and Oppression
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    Chapter 33 “You Say… I Hear…”: Epistemic Gaps in Practitioner-Parent/Carer Talk
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    Chapter 34 Disabled Children in Out-of-Home Care: Issues and Challenges for Practice
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    Chapter 35 Easy Targets: Seen and Not Heard—The Silencing and Invisibility of Disabled Children and Parents in Post-Reform Aotearoa New Zealand
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    Chapter 36 Family Voices in Teacher Education
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    Chapter 37 Rights Not Needs: Changing the Legal Model for Special Educational Needs (SEN)