Anne-Marie Callus - Böcker

The United Nations Convention on the Rights of Persons with Disabilities is the only UN treaty to date in which the people who are its target, that is disabled people, were actively involved in its drafting and the only one which requires the active participation of disabled people in its implementation. This does not, of course, automatically guarantee the direct participation of all disabled people. This is especially so for children with disabilities, whose status as legal minors may inhibit them from participating in decisions affecting their lives. This book focuses on the participation rights of the disabled child with regard to health, education, homelife and relationships, highlighting ways in which these rights are safeguarded and promoted throughout the EU, as well as exploring the factors that put these rights at risk. Finally, this groundbreaking text analyses whether disabled children’s needs for assistance in order to realise their participation rights results in fewer opportunities to participate or in an increase in support in order for them to be able to do so.

This handbook provides authoritative and cutting-edge analyses of various aspects of the rights and lives of disabled children around the world.Taking the UN Convention on the Rights of Persons with Disabilities (CRPD) and the UN Convention of the Rights of the Child (CRC) as conceptual frameworks, this work appraises the current state of affairs concerning the rights of disabled children across different stages of childhood, different life domains, and different socio-cultural contexts.The book is divided into four sections:Legislation and PolicyChildren’s VoiceThe Life Course in ChildhoodLife Domains in ChildhoodComprised of 37 newly commissioned chapters featuring analyses of UN documents and case studies from Australia, Brazil, Ethiopia, Hong Kong, Italy, the Netherlands, Norway, Papua New Guinea, Serbia, South Africa, Spain, Sweden, the United Kingdom, the United States, and Vanuatu, its multidisciplinary approach reflects the complexities of the lives of disabled children and the multifarious nature of the strategies needed to ensure their rights are upheld.It will be of interest to researchers and students working in disability studies, education, allied health, law, philosophy, play studies, social policy, and the sociology of childhood. It will also be a valuable resource for professionals/practitioners, allowing them to consider future directions for ensuring that disabled children’s rights are realised and their well-being and dignity are assured.

This handbook provides authoritative and cutting-edge analyses of various aspects of the rights and lives of disabled children around the world.Taking the UN Convention on the Rights of Persons with Disabilities (CRPD) and the UN Convention of the Rights of the Child (CRC) as conceptual frameworks, this work appraises the current state of affairs concerning the rights of disabled children across different stages of childhood, different life domains, and different socio-cultural contexts.The book is divided into four sections:Legislation and PolicyChildren’s VoiceThe Life Course in ChildhoodLife Domains in ChildhoodComprised of 37 newly commissioned chapters featuring analyses of UN documents and case studies from Australia, Brazil, Ethiopia, Hong Kong, Italy, the Netherlands, Norway, Papua New Guinea, Serbia, South Africa, Spain, Sweden, the United Kingdom, the United States, and Vanuatu, its multidisciplinary approach reflects the complexities of the lives of disabled children and the multifarious nature of the strategies needed to ensure their rights are upheld.It will be of interest to researchers and students working in disability studies, education, allied health, law, philosophy, play studies, social policy, and the sociology of childhood. It will also be a valuable resource for professionals/practitioners, allowing them to consider future directions for ensuring that disabled children’s rights are realised and their well-being and dignity are assured.

This book will be of interest to undergraduates, postgraduates and researchers in disability studies, childhood studies, medicine and health sciences, and sociology. It also provides insights that will be of use and value to professionals working with disabled children and adolescents in education, health and in disability-specific services.Opening with four narratives that offer the reader a window into the lived experience of disabled children, adolescents and their families, subsequent chapters explore a range of issues facing disabled children from early childhood through to late adolescence. Topics include family life, early intervention, inclusive and post-secondary education, the right to play, digital participation, the effects of labelling and matters relating to agency and sexuality.With chapters discussing research from Australia, Canada, Ireland, Italy, Malta, Mexico, New Zealand, Sweden and the UK amongst others, this book:contributes to the existing body of knowledge about the lives of disabled children and adolescents, with a focus on socially created disabling factorsprovides the reader with analysis of issues affecting disabled children and adolescents according to different conceptual frameworks, national contexts and with regard to different types of impairments/disabilitieshighlights the main issues that confront disabled children and adolescents, their families and their allies in the early twenty-first centuryhighlights the importance of actively listening to the perspectives of disabled children and adolescentsIt provides a rich source of knowledge and information about the lives of disabled children and adolescents, and a variety of perspectives on how their lives are affected by material and non-material factors, social structures and cultural constructions.

This book will be of interest to undergraduates, postgraduates and researchers in disability studies, childhood studies, medicine and health sciences, and sociology. It also provides insights that will be of use and value to professionals working with disabled children and adolescents in education, health and in disability-specific services.Opening with four narratives that offer the reader a window into the lived experience of disabled children, adolescents and their families, subsequent chapters explore a range of issues facing disabled children from early childhood through to late adolescence. Topics include family life, early intervention, inclusive and post-secondary education, the right to play, digital participation, the effects of labelling and matters relating to agency and sexuality.With chapters discussing research from Australia, Canada, Ireland, Italy, Malta, Mexico, New Zealand, Sweden and the UK amongst others, this book:contributes to the existing body of knowledge about the lives of disabled children and adolescents, with a focus on socially created disabling factorsprovides the reader with analysis of issues affecting disabled children and adolescents according to different conceptual frameworks, national contexts and with regard to different types of impairments/disabilitieshighlights the main issues that confront disabled children and adolescents, their families and their allies in the early twenty-first centuryhighlights the importance of actively listening to the perspectives of disabled children and adolescentsIt provides a rich source of knowledge and information about the lives of disabled children and adolescents, and a variety of perspectives on how their lives are affected by material and non-material factors, social structures and cultural constructions.

This book considers the ways in which the lives of persons with intellectual disability are closely interconnected with those of the persons around them. The ways in which these interconnections work and the effects they have are examined by taking a very close look at specific instances in the lives of persons with intellectual disability, taken from published research and other sources and covering various life domains, including education, employment, creative work, socialising and family life. The fourteen case-study chapters (covering Australia, France, Ireland, Italy, Malta, Spain, the UK, and the USA) focus on the interactions between the person with intellectual disability concerned and other persons. The analyses use Paul Ricoeur’s concept of the interrelational self to show how the lives and selves of persons with intellectual disability are intimately intertwined with those of the persons who come into contact with them. Furthermore, it is argued that what we learn about the deep connections between persons with intellectual disability and those who play a significant role in their lives can be applied to general human experience. What happens in each one-to-one interaction is of paramount importance. The analyses are based on Max Van Manen’s phenomenonological research approach and critical phenomenology. The innovative approach thus created provides fresh insights and a different method for carrying out research and analysis in the area.The short format of the chapters in the main part of the book makes it suitable for use on a wide range of courses in disability studies as well as in other disciplines and areas of study, such as psychology, education, legal studies and childhood studies among others. It also makes it accessible for advocates and practitioners working with persons with intellectual disability.

This book considers the ways in which the lives of persons with intellectual disability are closely interconnected with those of the persons around them. The ways in which these interconnections work and the effects they have are examined by taking a very close look at specific instances in the lives of persons with intellectual disability, taken from published research and other sources and covering various life domains, including education, employment, creative work, socialising and family life. The fourteen case-study chapters (covering Australia, France, Ireland, Italy, Malta, Spain, the UK, and the USA) focus on the interactions between the person with intellectual disability concerned and other persons. The analyses use Paul Ricoeur’s concept of the interrelational self to show how the lives and selves of persons with intellectual disability are intimately intertwined with those of the persons who come into contact with them. Furthermore, it is argued that what we learn about the deep connections between persons with intellectual disability and those who play a significant role in their lives can be applied to general human experience. What happens in each one-to-one interaction is of paramount importance. The analyses are based on Max Van Manen’s phenomenonological research approach and critical phenomenology. The innovative approach thus created provides fresh insights and a different method for carrying out research and analysis in the area.The short format of the chapters in the main part of the book makes it suitable for use on a wide range of courses in disability studies as well as in other disciplines and areas of study, such as psychology, education, legal studies and childhood studies among others. It also makes it accessible for advocates and practitioners working with persons with intellectual disability.

The United Nations Convention on the Rights of Persons with Disabilities is the only UN treaty to date in which the people who are its target, that is disabled people, were actively involved in its drafting and the only one which requires the active participation of disabled people in its implementation. This does not, of course, automatically guarantee the direct participation of all disabled people. This is especially so for children with disabilities, whose status as legal minors may inhibit them from participating in decisions affecting their lives. This book focuses on the participation rights of the disabled child with regard to health, education, homelife and relationships, highlighting ways in which these rights are safeguarded and promoted throughout the EU, as well as exploring the factors that put these rights at risk. Finally, this groundbreaking text analyses whether disabled children’s needs for assistance in order to realise their participation rights results in fewer opportunities to participate or in an increase in support in order for them to be able to do so.