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EK313 Block 4 Unit 18cont. - Coggle Diagram
EK313 Block 4 Unit 18cont.
Disabled children are among the most marginalised in our society.
Carpenter and McConkey, 2012
paper
'Disabled children’s voices: The nature and role of future empirical enquiry',
https://onlinelibrary-wiley-com.libezproxy.open.ac.uk/doi/full/10.1111/j.1099-0860.2012.00438.x
funded by the UK Economic and Social Research Council,
Disability is more than a bodily imperfection and impairment that afflicts the developing child. It may impose on children and families a lifestyle that is not of their choosing and one that is often at variance to that which they expected or which their family and friends enjoy. Equally, disability throws up moral and ethical challenges to society and particularly professional services, such as: whose need is greatest when resources are scarce or more bluntly, who should live and who should die?
really well written
readers may check our sources and review the analysis we have undertaken.
policy has the topmost position for a number of reasons. It encapsulates the aspirations and intentions of society with respect to specific issues — in this instance, children — and from policy, legislation, priorities and resources flow.
the United Nations Convention on the Rights of Children (1989) has won wide acceptance from member states and provides a coherent framework for national policy making. Latterly, this has been bolstered by a similar
United Nations Convention on the Rights of Persons with Disabilities (2006).
Interestingly, the seminar presentations made little, if any, direct reference to research findings influencing policy decisions.
messages advocated by the children were not claimed to be representative of disabled children as a group and were evidently the views of what researchers would describe as a convenience sample. In a policy context, they are a ‘promotional’ group rather than a statistically or democratically representational one, and as such, the validity of their opinions might be challenged by policy-makers (Tisdall and Davis, 2004)
.
the factor most strongly associated with subjective quality of life was the absence of pain (White-Koning and others, 2007), something which could be overlooked when adults set the research agenda
.
Colver and colleagues’ use of large scale questionnaire surveys
assumes that children can express their views on pape
r (Dickinson and others, 2007). In contrast, Clarke described the use of conversational analysis to examine in considerable detail a video recording of the interactions between two ‘non-speaking’ ten-year old boys (Clarke and Wilkinson, 2009). This
methodology is important
because
very few studies
have attempted to report the experiences of
children who cannot answer
researchers’ questions but, as some participants commented, these analyses of non-verbal conversations rely heavily on the
researchers’ interpretations of the interactions
.
‘photo voice’, encouraging children to take photographs and to tell the researchers their stories about them (Goodley and Runswick-Cole, 2011). She argued that photographs are powerful means for children to communicate, but noted that children reconstruct the stories about their lives and ‘play with their identities’ through this technology.
It is not just a matter of who creates and asks the questions but also who performs the analysis and selects the quotations to illustrate the arguments.
there is too little comparative research: we lack studies comparing the experiences of disabled children with their peers in the general population, or which compares children living in rural, city and semi-urban environments. We need research into the experiences of different ethnic groups and comparisons of experiences in mainstream versus special schools and colleges.
Many contributors endorsed an obvious truism: simply revealing marginalised voices does not necessarily bring about change in policy and practice. We noted above that there were very few examples in the seminar papers of empirical research on children's experiences informing policy development.
see comments on MM too
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778174§ion=1.8.1
This diagram presents empirical research as a means to an end – improving the lives of children with disabilities and their families. (Not all researchers, however, think of research in this way, as you have seen – for some, extending knowledge is an end in itself.)
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778174§ion=1.8
resisting unit 5
Vortex & Surestart Jon Oates
my notes from unit 5
The message conveyed is how desperately hard social workers try to keep the child out of 'care' but warning signs are there "brother and 'dad' hurt her' the mother keeps threatening to kill herself.
A film is so more emotive and insightful than a written report could be. To report every detail of the filthy home and nuance of her diengaged reactions would take reems of words and opinion would ahve to seap in; would be accused of being biased. Watching a video fresh conclusions can be drawn. New aspects can be spotted which may go unniticed on first viewing.. if written report, what is seen/ noted down is all you have...cannot revisit.
The limited shots within the school are very insightful. Teacher has zero sensitivity to Lulu's home environment..she has no 'celebrations' to draw a pretty picture of. This child is clearly withdrawn and upset. Why is she still in this toxic environment??
Through the narration by John Oates and the interviews with practitioners, we see and hear about a
range of people whom we are told have benefited from the research
and materials produced. Practitioners, parents of disabled children and children's centres are mentioned. Teachers can also benefit from seeing developmental journals of children when they progress to primary school. In Budapest, children who are falling behind because of family problems or disability are helped by staff at the Sure Start centre and parents.
AV looks old??? Surestart has had major budget cuts
https://www.theguardian.com/society/2019/jun/04/sure-start-saved-nhs-millions
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1778174§ion=1.7.2
I presumed video was for us -OU students?
He speaks slowly, bright poster in background, he shows and explains the booklet & developmental journal (for disabled children). clips of smily children & parents, whilst highlighting that international and most needy are the main focus.
I find the video very amateur and awkward..he's no Maddie Moate.
He has 'experts' talk to give it authority and kudos.
He also shows it in practice to be emotive.
He highlights where it is being expanded & literally tells us it's making a positive difference to children under 5.