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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


License: CC BY-NC 4.0

Published since 1996

Published 6 times a year

Free of fees
Open Access Journal


What kinds of support do parents want for their disabled child? 1281


Porter J.
PhD, Professor of Education, University of Reading, Bath, Great Britain

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

For Reference

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  2. Closs, A. The Education of Children with Medical Conditions. London: Fulton, 2000.
  3. Farrell, P. Alborz, A. Howes, A. & Pearson. D. The impact of teaching assistants on improving pu- pils’ academic achievement in mainstream schools: a review of the literature. Educational Review, 2010. 62, no. 4. Р. 435–448.
  4. Fraser, C. & Meadows, S. Children's views of Tea- ching Assistants in primary schools. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 2008. 36, no. 4.P. 351–363.
  5. Howes, A. Farrell, P. Kaplan, I. & Moss, S. The impact of paid adult support on the participation and learning of pupils in mainstream schools. London: Institute of Education, Evidence for Pol- icy and Practice Information and Coordinating Centre, 2003.
  6. Lamb, B. 2009. Lamb Inquiry. Special educational needs and parental confidence. Report to the Sec- retary of State on the Lamb Inquiry Review of SEN and Disability Information. http://webarchive.nation- uk/lambinquiry/downloads/Lamb%20Inquiry%20Review%20of%20SEN%20and%20Disability%20 Information.pdf (Accessed 3.09.12).
  7. McLaughlin, C. & Clarke, B. Relational Matters: a review of the impact of school experience on mental health in early adolescence, Educational and Child Psychology. 2010. 27 (1). P. 95–107.
  8. Parsons, S. Lewis, A. & Ellins, J. The views and experiences of parents of children with autistic spec- trum disorder about educational provision: Compari- son with parents of children with other disabilities from an online survey. European Journal of Special Needs Education, 2009. 24, no.1. Р. 37–58.
  9. Porter, J. (in preparation) Understanding and Re- sponding to Disability, London: Routledge.
  10. Porter J., Daniels, H. Georgeson J., Feiler A., Hacker J., with Tarleton B., Gallop V., Watson D. Disability Data Collection for Children’s Services. Nottingham: DCFS, 2008 .
  11. Porter, J., Daniels, H.,  Martin,  S.,  Hacker, J., Feiler, A., & Georgeson, G. Testing of Dis- ability Identification Tool for Schools. 2010. Research Report DFE-RR025. https://www. tions/Page1/DFE-RR025 (Accessed 3.09.12.).
  12. Webster, R. Blatchford, P. Bassett, P.  Brown, P. Martin, C. & Russell, R. Double standards and first principles: framing teaching assistant support for pupils with special educational needs. European Journal of Special Needs Education, 2010. 25, no. 4. Р. 319–336.

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