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Statements

Subject Item
n2:RIV%2F00216208%3A11410%2F14%3A10289441%21RIV15-GA0-11410___
rdf:type
n14:Vysledek skos:Concept
rdfs:seeAlso
http://dx.doi.org/10.1080/02671522.2014.989175
dcterms:description
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 of biographical 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, participants' perceived learning environments in mainstream schools as frequently characterised by the disabling practices of professionals. Parental support is highlighted in the narratives as highly influential for academic achievement and in facilitating progress through mainstream school settings in face of attitudinal barriers. Parents' interventions and their social and cultural capital played a signifi- cant role in shaping participants' subjectivities and responses to hostile learning environments. Strategies developed in these settings appeared to be 'learned' and even internalised by our participants, and can be identified as key also in tackling challenges in post-school life. While the importance of parental support to the educational trajectories of their offspring is well described, we point to the specificity of parental support as a reaction to disabling learning environments, facilitating the development of resilient strategies in disabled students. 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 of biographical 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, participants' perceived learning environments in mainstream schools as frequently characterised by the disabling practices of professionals. Parental support is highlighted in the narratives as highly influential for academic achievement and in facilitating progress through mainstream school settings in face of attitudinal barriers. Parents' interventions and their social and cultural capital played a signifi- cant role in shaping participants' subjectivities and responses to hostile learning environments. Strategies developed in these settings appeared to be 'learned' and even internalised by our participants, and can be identified as key also in tackling challenges in post-school life. While the importance of parental support to the educational trajectories of their offspring is well described, we point to the specificity of parental support as a reaction to disabling learning environments, facilitating the development of resilient strategies in disabled students.
dcterms:title
Paving the way through mainstream education: the interplay of families, schools and disabled students Paving the way through mainstream education: the interplay of families, schools and disabled students
skos:prefLabel
Paving the way through mainstream education: the interplay of families, schools and disabled students Paving the way through mainstream education: the interplay of families, schools and disabled students
skos:notation
RIV/00216208:11410/14:10289441!RIV15-GA0-11410___
n3:aktivita
n6:P
n3:aktivity
P(GAP407/11/2009)
n3:cisloPeriodika
December
n3:dodaniDat
n18:2015
n3:domaciTvurceVysledku
n17:7031165 n17:2816857 n17:5531470
n3:druhVysledku
n9:J
n3:duvernostUdaju
n10:S
n3:entitaPredkladatele
n8:predkladatel
n3:idSjednocenehoVysledku
35967
n3:idVysledku
RIV/00216208:11410/14:10289441
n3:jazykVysledku
n19:eng
n3:klicovaSlova
life course; resilience; cultural capital; social capital; parents; schools; disability
n3:klicoveSlovo
n5:social%20capital n5:life%20course n5:resilience n5:disability n5:schools n5:parents n5:cultural%20capital
n3:kodStatuVydavatele
GB - Spojené království Velké Británie a Severního Irska
n3:kontrolniKodProRIV
[EBCEF3415E81]
n3:nazevZdroje
Research Papers in Education
n3:obor
n13:AM
n3:pocetDomacichTvurcuVysledku
3
n3:pocetTvurcuVysledku
10
n3:projekt
n4:GAP407%2F11%2F2009
n3:rokUplatneniVysledku
n18:2014
n3:svazekPeriodika
2014
n3:tvurceVysledku
Ferreira, Miguel A.V. Martín d, Mario Toboso Biewer, Gottfried Díaz, Susana Rodríguez Buchner, Tobias Latimier, Camille Káňová, Šárka Shevlin, Michael Šiška, Jan Smyth, Fiona
s:issn
0267-1522
s:numberOfPages
16
n20:doi
10.1080/02671522.2014.989175
n16:organizacniJednotka
11410