What kinds of support do parents want for their disabled child?

Porter J.

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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

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Psychological Science and Education
2014. Vol. 19, no. 1, 82–89
ISSN: 1814-2052 / 2311-7273 (online)

What kinds of support do parents want for their disabled child? ¹¹⁸¹

Porter J., PhD, Professor of Education, University of Reading, Bath, Great Britain, j.porter@reading.ac.uk

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RUIn Russian

Schools in England (as elsewhere in Europe) have a duty to promote equality for disabled people and make reasonable adjustments for disabled children. This paper presents data drawn from a national questionnaire designed for schools to use to identify their disabled pupils and examines in detail parental responses to a question on the kinds of support their child finds helpful in offsetting any difficulties they experience. It illustrates the complex and varied nature of the reasonable adjustments required and an overriding sense these need to be underpinned by the values of a responsive child centred approach, one that reflects parents’ knowledge and understanding of their child. Schools need to have in place the two way communication process that supports them in “knowing” about the visible and invisible challenges that disabled pupils face in participating in school life.

Keywords: disability; parents; inclusion; reasonable adjustments; child-centred Introduction

Column: Foreign experience of inclusive education

For Reference

Porter J. What kinds of support do parents want for their disabled child?. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2014. Vol. 19, no. 1, pp. 82–89. (In Russ., аbstr. in Engl.)

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