Bøger af Anne-Marie Callus

This book will be of interest to undergraduates, postgraduates and researchers in disability studies, childhood studies, medicine and health sciences, and sociology. It also provides insights that will be of use and value to professionals working with disabled children and adolescents in education, health and in disability-specific services.Opening with four narratives that offer the reader a window into the lived experience of disabled children, adolescents and their families, subsequent chapters explore a range of issues facing disabled children from early childhood through to late adolescence. Topics include family life, early intervention, inclusive and post-secondary education, the right to play, digital participation, the effects of labelling and matters relating to agency and sexuality. With chapters discussing research from Australia, Canada, Ireland, Italy, Malta, Mexico, New Zealand, Sweden and the UK amongst others, this book: - contributes to the existing body of knowledge about the lives of disabled children and adolescents, with a focus on socially-created disabling factors; - provides the reader with analysis of issues affecting disabled children and adolescents according to different conceptual frameworks, national contexts and with regard to different types of impairments/disabilities; - highlights the main issues that confront disabled children and adolescents, their families and their allies in the early twenty-first century;- highlights the importance of actively listening to the perspectives of disabled children and adolescents.It provides a rich source of knowledge and information about the lives of disabled children and adolescents, and a variety of perspectives on how their lives are affected by material and non-material factors, social structures and cultural constructions.

The United Nations Convention on the Rights of Persons with Disabilities is the only UN treaty in which the people who are its target, that is disabled people, were actively involved in its drafting. This book focuses on the participation rights of the disabled child with regard to health, education, homelife and relationships.

People with intellectual disability cannot assume that they can speak up for and represent themselves. A host of socially constructed factors act as barriers to their becoming self-advocates. This book analyses the nature of these factors and investigates how the label 'intellectual disability' is understood and interpreted. It also analyses the power imbalance between people with intellectual disability and non-disabled people, an imbalance which leads to the perpetuation of dependence of the former on the latter. The book proposes self-advocacy as a way of providing an environment in which this power imbalance can be redressed, negative perceptions of the label 'intellectual disability' challenged, and independence and autonomy promoted. In this way, contexts can be created in which the voices of people with intellectual disability are heard and valued. Self-advocacy thus enables people with intellectual disability to become more active agents in their own lives with the necessary support.