The changing face of the ‘good mother’: trends in research into families with a child with intellectual disability, and some concerns

Διδασκαλια Μαθηματικων Σε Μαθητες Με Νοητικη Αναπηρια: Μαθηση Σε Αυθεντικα Περιβαλλοντα Με Την Υποστηριξη Δικτυου Γονεων Και Σχολειου

“…Από την άλλη πλευρά είναι σημαντικό να μην παραληφθεί η αναφορά στην επιρροή του κοινωνικού περιβάλλοντος και τις κοινωνικο-πολιτικές διαστάσεις της εμπειρίας που βιώνουν οι μητέρες (Knight, 2013). Σύμφωνα με τη Russell (2003) οι προσδοκίες των μητέρων διαμορφώνονται από τις πεποιθήσεις και τις προηγούμενες εμπειρίες τους σε συνδυασμό με την επιρροή του κοινωνικού πλαισίου.…”

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

“…In particular, the classification of intellectual disability has been described as a "deeply devalued social category" (Dorozenko et al, 2015(Dorozenko et al, , p. 1346, the worst diagnosis that a child could receive (Knight, 2013), and the label most despised and avoided (Lalvani, 2015). It is clear that this is a label that has the potential to be profoundly stigmatising, and indeed, research suggests this is so.…”

“…However, there is also the potential that a researcher's lived experience of the topic is a helpful addition to the research (Rix & Matthews, 2014), as other researcher-parents in the field of inclusive education have demonstrated (e.g., Alur & Timmons, 2009;Knight, 2013;Runswick-Cole, 2011). Inclusion is a value laden area for investigation, and it is inevitable that personal standpoints will colour both the way research is undertaken and the way meaning is made of the data (Allan & Slee, 2008)…”

“…Parents are alert to their children's vulnerabilities and will go to enormous lengths to stop/avoid real or anticipated harm. For example, investigations by both Knight (2013) andLalvani (2014) illustrate the extensive additional roles and advocacy that parents can take on when their children have disability. Although special school roles cannot, according to SRV theory, counteract the heightened vulnerability of students who are devalued, it is a contested but deeply embedded belief that a special school will keep children safe (Cologon, 2013).…”

“…The term "students with intellectual disability" is often preferred (e.g., Knight, 2013) because this terminology emphasises the person before the disability. In line with that rationale, this is the term that will be used throughout this thesis; however, all such language is problematic (Goodley & Runswick-Cole, 2011).…”