Making Space for the Embodied Participation of Young Disabled Children in a Children’s Centre in England
This chapter (re)-presents three stories and reflections on the perspectives of one young disabled child’s experiences of participation in the context of a children’s centre in England.
Young disabled children are often excluded from participatory processes and are amongst the least listened to people in society.
This chapter shows how to reflexively ‘read’ children’s multimodal communicative practices and pay attention to the often taken-for-granted objects, routines and interactions of their everyday lives.
To make space for a more inclusive theory of participation that embraces young, non-verbal disabled children, participation needs to be framed to incorporate embodied performances (including bodily gestures, acts of resistance, emotional tone), as well as voice.
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