Abstract
This chapter is Stevie’s story about her life as a disabled child in England. Stevie is five years old and lives with her family in a city suburb in the North-West of the country. Stevie originally told her story as part of a research project that one of the editors of this book, Katherine, was carrying out at the Research Institute for Health and Social Change at Manchester Metropolitan University with Scope, the UK disability charity, called Resilience in the lives of disabled people across the life-course carried out between September 2011 and July 2012 in England. The project had a number of aims:
-
to explore what resilience means to disabled people at different stages across the life course;
-
to explore how resilience, or a lack of it, has affected disabled people’s ability to negotiate challenges and make the most of opportunities in their lives;
-
to understand what works in building resilience among different groups of disabled people;
-
to develop a toolkit for use by Scope’s policy and services functions that outlines what Scope means by resilience, what does or doesn’t work in supporting people to become resilient, and what we can do to build resilience in disabled people throughout the life course.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Booth, T. & Booth, W. (1998) Growing up with parents who have learning difficulties (London: Routledge).
Clark, A., McQuail, S. & Moss, P. (2003) Exploring the field of listening to and consulting with young children, RB 445 (London: DfES).
Cocks, A. (2006) ‘The ethical maze: Finding an inclusive path to gaining children’s agreement to research participation’, Childhood, 26, 13, 247–266.
Goodley, D. & Runswick-Cole, K. (2011) ‘The violence of disablism’, Journal of Sociology of Health and Illness, 33, 4, 602–617.
Goodley, D. & Runswick-Cole, K. (2012) ‘Decolonizing methodologies: Disabled children as research managers and participant ethnographers’, in S. Grech & A. Azzopardi (eds) (2012) Communities: A Reader (Rotterdam: Sense Publishers).
Goodley, D., Lawthom, R., Clough, P. & Moore, M. (2004) Researching life stories: Method, theory and analyses in a biographical age (London/New York: Routledge Falmer).
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate peripheral participation (Cambridge: Cambridge University Press).
Masten, A.S. (2001) ‘Ordinary magic: Resilience processes in development’, American Psychologist, 56, 3, 227–238.
Morris, J. (2003) ‘Including all children: Finding out about the experiences of children with communication and/or cognitive impairments’, Children & Society, 17, 337–348.
Runswick-Cole, K. (2007) ‘“The Tribunal was the most stressful thing: More stressful than my son’s diagnosis or behaviour”: The experiences of families who go to the Special Educational Needs and Disability Tribunal (SENDIST)’, Disability & Society, 22, 3, 315–328.
Runswick-Cole, K. & Goodley, D. (2013) Life Story Report: Resilience in the lives of disabled people across the life course (London: Scope). Online at: http://disability-resilience.posterous.com [accessed 7 January 2013].
Editor information
Editors and Affiliations
Copyright information
© 2013 Stevie and Cath, Colin and Billie Tyrie
About this chapter
Cite this chapter
Stevie, Cath, C., Tyrie, B. (2013). My Story. In: Curran, T., Runswick-Cole, K. (eds) Disabled Children’s Childhood Studies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137008220_1
Download citation
DOI: https://doi.org/10.1057/9781137008220_1
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-43555-5
Online ISBN: 978-1-137-00822-0
eBook Packages: Palgrave Social Sciences CollectionSocial Sciences (R0)