Paving the way through mainstream education: the interplay of families, schools and disabled students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F14%3A10289441" target="_blank" >RIV/00216208:11410/14:10289441 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/02671522.2014.989175" target="_blank" >http://dx.doi.org/10.1080/02671522.2014.989175</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02671522.2014.989175" target="_blank" >10.1080/02671522.2014.989175</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Paving the way through mainstream education: the interplay of families, schools and disabled students

Popis výsledku v původním jazyce

Several authors have pointed to parents' advocacy and their engagement with professionals. Parents often perceived mainstream settings as fostering better social and academic learning for their offspring. However, while parents' perspectives on 'inclusive education' have been subject to considerable research, relatively little is known about perceptions of parental support in mainstream schooling from the viewpoint of the disabled persons involved. Recently, a few studies have pointed to the benefits ofbiographical approaches for analysing this topic of concern. This paper aims to contribute to this emergent strand of research, and investigates the interplay of students, their parents and mainstream schools in relation to disability over time. In so doing, we draw on the life stories of three disabled young persons. In reading the stories, we refer to life course concepts and capital theory. Our analyses show that, across cases, despite different national education systems, participan

Název v anglickém jazyce

Paving the way through mainstream education: the interplay of families, schools and disabled students

Popis výsledku anglicky

Several authors have pointed to parents' advocacy and their engagement with professionals. Parents often perceived mainstream settings as fostering better social and academic learning for their offspring. However, while parents' perspectives on 'inclusive education' have been subject to considerable research, relatively little is known about perceptions of parental support in mainstream schooling from the viewpoint of the disabled persons involved. Recently, a few studies have pointed to the benefits ofbiographical approaches for analysing this topic of concern. This paper aims to contribute to this emergent strand of research, and investigates the interplay of students, their parents and mainstream schools in relation to disability over time. In so doing, we draw on the life stories of three disabled young persons. In reading the stories, we refer to life course concepts and capital theory. Our analyses show that, across cases, despite different national education systems, participan

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

<a href="/cs/project/GAP407%2F11%2F2009" target="_blank" >GAP407/11/2009: Kvalitativní monitoring efektů vybraných institucionálních procesů v životě mladých dospělých se zdravotním postižením</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Research Papers in Education

ISSN

0267-1522

e-ISSN

—

Svazek periodika

2014

Číslo periodika v rámci svazku

December

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

1-16

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—