Mothering and intellectual disability: partnership rhetoric?

Determining the educational needs of parents of mentally deficient children<p>Zihinsel yetersizliği bulunan çocuk sahibi ebeveynlerin eğitim gereksinimlerinin belirlenmesi

“…Zihinsel yetersizliği olan bir çocuğa sahip olmak, ebeveynlerin çocukları ile ilgili gelecek planlarını değiştirmektedir (Rogers, 2011). Zihinsel yetersizliği olan çocukların anneleri genellikle daha fazla bunalıma girmekte, çocukları konusunda daha fazla endişe yaşamakta ve çocuklarına karşı sinirlerini kontrol etmede daha fazla zorlanmaktadırlar.…”

Care-less spaces and identity construction: transition to secondary school for disabled children

“…Parents are constantly led to believe that professionals involved in their child's life will actively seek their involvement (DfE 2015, Rogers 2011. However, we identify the relationship between parents and health/education professionals is fraught with conflict and tension.…”

“…One study examined conflict and contradiction within education via parental narratives for children identified with SEN-D and further looked into care ethics and policy analysis more recently (Rogers 2007(Rogers , 2011(Rogers , 2013a(Rogers , b, 2016 and the other explored the impact of transitions and support on young dyslexic people's identity construction (Lithari 2014). Rogers (2007) carried out in-depth interviews with parents, mostly mothers, who had children identified with SEN-D and education professionals.…”

“…Some parents for example, through the assessment process, realise that without a diagnosis of a SEN their child is unlikely to gain additional support. This frequently leaves parents doing the formal and informal caring while they go through this trying period (Rogers 2011(Rogers , 2013. Indeed, there are a wealth of policies in the UK around SEN provision that govern and impact upon key stakeholders, often education professionals, pupils and their families.…”

An exploration of parental decisions to transfer children from regular to special schools

“…Finally, parents who, themselves, hold valued social roles are more likely to be viewed in a positive light and subsequently accorded authority in decision-making. Those who are wellresourced, well-educated and well-connected are more likely to be listened to by teachers (Rogers, 2011), and have greater capacity to manage the stressors and demands of regular school enrolment described by advocacy groups (e.g., QPPD, 2003). Conversely, parents who are, themselves, in devalued roles, may have less capacity and be less likely to be accorded authentic voice in the decision-making process.…”