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Disabled children's lives have often been discussed through medical
concepts of disability rather than concepts of childhood. Western
understandings of childhood have defined disabled children against
child development 'norms' and have provided the rationale for
segregated or 'special' welfare and education provision. In
contrast, disabled children's childhood studies begins with the
view that studies of children's impairment are not studies of their
childhoods. Disabled children's childhood studies demands ethical
research practices that position disabled children and young people
at the centre of the inquiry outside of the shadow of perceived
'norms'. The Palgrave Handbook of Disabled Children's Childhood
Studies will be of interest to students and scholars across a range
of disciplines, as well as practitioners in health, education,
social work and youth work.
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