Advertisement

© 2018

Dis/abled Childhoods?

A Transdisciplinary Approach

  • Allison Boggis

Benefits

  • Illustrates the influence that the sociology of childhood and the social model of disability has had in shifting the focus from a ‘deficit’ model of childhood to a rights respecting model

  • Provides an introduction to the development of disability welfare provision

  • Engages in critical and cultural debates relating to the broad topics of diversity, rights and equality

Book

Table of contents

  1. Front Matter
    Pages i-xi
  2. Allison Boggis
    Pages 1-13
  3. Pere Ayling
    Pages 37-55
  4. Ferran Marsa-Sambola
    Pages 77-98
  5. Jessica Clark
    Pages 99-120
  6. Garfield Hunt
    Pages 141-161
  7. Vanessa Rawlings
    Pages 163-185
  8. Sarah Richards, Jessica Clark
    Pages 187-209
  9. Allison Boggis
    Pages 211-216
  10. Back Matter
    Pages 217-233

About this book

Introduction

This edited collection explores the intersectionality of childhood and disability. Whereas available scholarship tends to concentrate on care-giving, parenting, or supporting and teaching children and young people with special educational needs and disabilities, the contributors to this collection offer an engaging and accessible insight into childhoods that are impacted by disability and impairment. The discussions cut across traditional disciplinary divides and offer critical insights into the key issues that relate to disabled children and young people’s lives, encouraging the exploration of both disability and childhoods in their broadest terms.

Dis/abled Childhoods? will be of interest to students and scholars across a range of disciplines including Special Educational Needs; Childhood Studies; Disability Studies; Youth Studies; and Health and Social Care.

Keywords

disability studies social policy childhood impairment special education embodiment

Editors and affiliations

  • Allison Boggis
    • 1
  1. 1.University of SuffolkIpswichUnited Kingdom

About the editors

Allison Boggis is Senior Lecturer, Early Years, at the University of Suffolk, UK.

Bibliographic information

Reviews

“The text is simultaneously heavily referenced and accessible. It therefore provides a sound knowledge of what constitutes and affects the experience of disabled childhoods in a manner that is useful to students and researchers alike. … the book provides an excellent balance of theoretical frameworks, historical background and present-day practices, whilst inviting the reader to consider whether they are creating spaces that marginalize and disregard rather than empower disabled children.” (Elvira Psaila, Disability & Society, May 13, 2019)