Disabling Discourses and Some Implications for Parent Leadership in Special Education Policy and Practice

Autor/inn/en	Liasidou, Anastasia; Hadjiyiannakou, Anastasia
Titel	Disabling Discourses and Some Implications for Parent Leadership in Special Education Policy and Practice
Quelle	In: European Journal of Special Needs Education, 34 (2019) 3, S.342-354 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1520492
Schlagwörter	Special Education; Educational Policy; Mothers; Cerebral Palsy; Power Structure; Disability Discrimination; Childrens Rights; Advocacy; Leadership; Parent Role; Foreign Countries; Inclusion; Activism; Experience; Cyprus + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Mother; Mutter; Hirnlähmung; 'Children''s rights'; Kindesrecht; Sozialanwaltschaft; Führung; Führungsposition; Parental role; Elternrolle; Ausland; Inklusion; Aktivismus; Politischer Protest; Erfahrung; Zypern
Abstract	The paper aims to explore ways in which mothers of children with cerebral palsy (CP) attempt to voice their concerns about current discourses and power imbalances enshrined in special education policy and provision. Mothers' narratives are important in making transparent the multiple forms of 'disablism' experienced by them in their attempts to negotiate and counteract on behalf of their children deficit-based and discriminatory discourses and professional practices that violate their children's rights, notwithstanding international and national legal mandates promoting a rights-based approach to disability. Their narrated subjugated agency in disability politics highlights the imperative to introduce new forms of advocacy through parent leadership in order to enable parents to have a more active and strategic role in challenging disabling discourses and practices that undermine their children's rights and entitlements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01