Understanding and Responding to the Experience of Disability
informs readers about current understandings of disability and ways
of recognizing the needs that arise from the lived experience of
impairment in schools. While most schools have clear procedures in
place with respect to identifying children with special educational
needs, the same is not true for disability. Moreover, research
suggests that many schools have restricted understanding of this
distinction, often equating disability to children with SEN and
children with health conditions, thereby failing to recognize the
pivotal role of impact. In this insightful text, Jill Porter argues
that disability needs to be understood within the setting in which
it is experienced, thereby recognizing that it is not a fixed
attributable label, but one that is cultural, contextual and fluid.
By providing a theoretical basis for understandings of disability
around notions of impairment, experience and impact, the book
combines three key components: a conceptual understanding of
disability - to provide a clear value driven framework for
professional responses; an empirical illustration of the
development of materials to support an understanding of why the
process of disability data collection cannot simply be reduced to
two questions on a form; embedded illustrative case study material
to provide exemplars of how the materials can be contextualized and
used to make adjustments to enhance the participation of all
children.
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