"This is a well–written and thought–provoking contribution to our understanding of the ways in which disabled children are treated and marginalised in our society. It should be read by all those who work with children, as well as those who have an interest in disability generally." ( Adoption & Fostering ) "The strength of this book lies in its description of disabled children as active participants in society…This book makes a significant contribution to our knowledge about disabled children’s lives." ( Health and Social Care in the Community ) "The book makes for compulsive reading once begun and has a clarity of style which makes complex issues accessible. …I would recommend the book to lecturers, practitioners and students within the social care fields and to disabled individuals, their carers and groups who are eager to identify with the political debate which informs their social exclusion" ( Child & Family Social Work ) "Any book about disabled children that starts with the experience of disabled young people is doing something right." ( Community Care ) "It is particularly useful in making practical suggestions for more inclusive provision and will be an invaluable text for all childcare professionals." ( Aslib Book Guide ) "This excellent book is a courageous, cogent and challenging look at how to translate a social model of disability into action." "[Middleton′s] perspective is of tremendous importance for social work practice with children." ( British Journal of Social Work )
From the Back Cover
"When I was young I wanted to be a geologist, you know, dinosaurs and stuff. But as I got older I became aware of my being in a wheel char and it dawned on me it wouldn′t be possible." This quotation from a disabled student interviewed for this book graphically illustrates how disabled boys and girls experience their childhood differently from most children. The challenge for those working with disabled children and young people is to enable them to negotiate their childhood successfully, and to help them in a world which may crush their hopes and dreams, confront them with barriers and prejudices, and exclude, bully or abuse them because of their difference. Thinking inclusively means designing services to meet the needs of all children, not just those who are able bodied. Placing the experiences of disabled children at the heart of service planning will create high quality provision for all service users, addressing key issues such as communication, family support, protection, confidence in services, advocacy, children′s rights and anti–oppressive practice. Key features: draws on disabled young people′s own accounts of their childhood describes their experiences of the health, education and welfare systems offers explanations for continued prejudice against disabled people in an age of equal opportunity assists professionals and organisations to understand and dismantle discriminatory practices makes suggestions for more inclusive provision Written by a leading authority in the field, this book is a valuable text for childcare professionals in all sectors as well as anyone with an interest in promoting social justice.