Reasonable Adjustments for Disabled Pupils: What Support "Do" Parents Want for Their Child?

Autor/inn/en	Porter, J.; Georgeson, J.; Daniels, H.; Martin, S.; Feiler, A.
Titel	Reasonable Adjustments for Disabled Pupils: What Support "Do" Parents Want for Their Child?
Quelle	In: European Journal of Special Needs Education, 28 (2013) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2012.742747
Schlagwörter	Foreign Countries; Disabilities; Parent School Relationship; Equal Education; Parent Role; Academic Accommodations (Disabilities); National Surveys; Student Needs; Parent Attitudes; Educational Legislation; School District Autonomy; Questionnaires; Child Health; Student Participation; Educational Environment; Peer Relationship; School Activities; Daily Living Skills; Family Environment; Barriers; Help Seeking; School Role; Educational Resources; Autism; Pervasive Developmental Disorders; Asperger Syndrome; Chronic Illness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Handicap; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parental role; Elternrolle; Elternverhalten; Bildungsrecht; Schulgesetz; School district; School districts; Autonomy; School autonomy; Schulautonomie; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Alltagsfertigkeit; Familienmilieu; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Bildungsmittel; Autismus; Asperger-Syndrom; Chronic disease; Chronische Krankheit
Abstract	Schools in England (as elsewhere in Europe) have a duty to promote equality for disabled people and make reasonable adjustments for disabled children. There is, however, a degree of uncertainty about how well-placed parents are addressed to use the legislation to ensure their child's needs. 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" that are required and an overriding sense that need to be underpinned by the values of a responsive child-centred approach, one that recognises that parents' knowledge and understanding of their child are important. Schools need to have in place the two-way communication process that supports them in "knowing" about the visible and invisible challenges that pupils with difficulties and disabilities face in participating in school life. (Contains 9 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10