Abstract
An issue that every parent who teaches needs to consider is how they will be involved in their child’s schooling. Parents who teach are parents of children with dis/ability who face greater tension, inhabiting a para-professional world of advocacy, expertise, and often, primary care, in ever interchanging combinations. Underpinned by an autoethnographic methodology, this chapter offers reflective vignettes from the authors to interrogate the inclusive nature of pedagogies used in regular school settings. This chapter builds upon the existing body of autoethnographic literature, yet offers unique insights into parent perceptions and representations of the experiences of children with dis/ability at school. It offers the opportunity for reflective awareness of inclusive education in regular schools from the perspective of parent–teachers with a particular focus on their own experiences. This chapter also examines cultural elements of language, interactions, and actions in schools through common threads including the construction of behaviour, the role of the mother, and inclusive strategies. The social construction of dis/ability and implementation of inclusion in regular schools is illuminated in the discussion of this chapter.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
In Australia, Kindergarten refers to pre-school education for children under five years of age. Primary school is for children aged between 5 and 12 years of age. Secondary schooling is for young people ages 13–18 and is compulsory until Year 10, though it runs into Year 12.
- 2.
Attention-deficit/hyperactivity disorder.
- 3.
Autism spectrum disorder.
References
Australian Government (2005) Disability standards in education. https://www.legislation.gov.au/Details/F2005L00767
Australian Government (2016) Disability Discrimination Act 1992. https://www.legislation.gov.au/Details/C2016C00763
Australian Government Department of Education (2014) Skills and Employment [AGDESE]. https://www.dese.gov.au/swd/resources/fact-sheet-3-parental-engagement
Baglieri S, Knopf JH (2004) Normalizing difference in inclusive teaching. J Learn Disabil 37(6):525–529. https://doi.org/10.1177/00222194040370060701
Baglieri S, Shapiro A (2017) Disability studies and the inclusive classroom: critical practices for embracing diversity in education. Routledge
Chiu J (2004) “I salute the spirit of my communities”: autoethnographic innovations in Hmong American literature. College Lit 43–69. http://www.jstor.org/stable/25115207
Christensen PH (2004) Children’s participation in ethnographic research: issues of power and representation. Child Soc 18(2):165–176. https://doi.org/10.1002/chi.823
Cologon K, Lassig C (2020) Universal approaches to curriculum, pedagogy and assessment. In: Graham LJ (ed) Inclusive education for the 21st century: theory, policy and practice. Allen & Unwin, pp 179–207
Crane L, Chester JW, Goddard L, Henry LA, Hill EL (2016) Experiences of autism diagnosis: a survey of over 1000 parents in the United Kingdom. Autism 20(2):153–162. https://doi.org/10.1177/1362361315573636
de Bruin K (2020) Does inclusion work? In: Graham LJ (ed) Inclusive education for the 21st century: theory, policy and practice. Allen & Unwin, pp 55–76
DosReis S, Barksdale CL, Sherman A, Maloney K, Charach A (2010) Stigmatizing experiences of parents of children with a new diagnosis of ADHD. Psychiatr Serv 61(8):811–816. https://doi.org/10.1176/ps.2010.61.8.811
Ellis C (2007) Telling secrets, revealing lives: relational ethics in research with intimate others. Qual Inq 13(1):3–29. https://doi.org/10.1177/1077800406294947
Ellis C (2010) Telling moments in an autoethnographer’s life. In: Qualitative inquiry and human rights 243–246
Ellis C (2016) Revision: autoethnographic reflections on life and work. Routledge
Goodley D (2017) Disability studies: an interdisciplinary introduction. Sage
Goodley D, Runswick-Cole K (2015) Critical psychologies of disability: boundaries, borders and bodies in the lives of disabled children. Emot Behav Diffic 20(1):51–63. https://doi.org/10.1080/13632752.2014.947096
Graham L (2020) Inclusive education in the 21st century. In: Graham LJ (ed) Inclusive education for the 21st century: theory, policy and practice. Allen & Unwin, pp 5–26
Graham L, Medhurst M, Tancredi H, Spandagou I, Walton E (2020) Fundamental concepts of inclusive education. In: Graham LJ (ed) Inclusive education for the 21st century: theory, policy and practice. Allen & Unwin, pp 27–54
Hamilton ML, Smith L, Worthington K (2008) Fitting the methodology with the research: an exploration of narrative, self-study and auto-ethnography. Stud Teach Educ 4(1):17–28. https://doi.org/10.1080/17425960801976321
Hodge N, Runswick-Cole K (2008) Problematising parent–professional partnerships in education. Disabil Soc 23(6):637–647. https://doi.org/10.1080/17425960801976321
Lady Gowrie (2020) Language is powerful—a reflection on labelling. https://gowrieqld.com.au/language-is-powerful-a-reflection-on-labelling/
Linton S (2005) What is disability studies? PMLA/Publ Mod Lang Assoc Am 120(2):518–522. https://doi.org/10.1632/S0030812900167823
Loreman T, Deppeler J, Harvey D (2016) Inclusive education: a practical guide to supporting diversity in the classroom, 2nd edn. Psychology Press
Oliver M (1990) The politics of disablement. The Macmillan Press Ltd.
Russell F (2003) The expectations of parents of disabled children. Br J Special Educ 30(3):144–149. https://doi.org/10.1111/1467-8527.00300
Ryan S, Runswick-Cole K (2008) Repositioning mothers: mothers, disabled children and disability studies. Disabi Soc 23(3):199–210. https://doi.org/10.1080/09687590801953937
Selman LE et al (2017) “You are labelled by your children’s disability”: a community-based, participatory study of stigma among Somali parents of children with autism living in the United Kingdom. Ethn Health 23(7):781–796. https://doi.org/10.1080/13557858.2017.1294663
Sikes P (1998) Parent teachers: reconciling the roles. Teacher Dev 2(1):87–105. https://doi.org/10.1080/13664539800200044
Smith P (2012) Why autoethnography? In: Smith P (ed) Both sides of the table: autoethnographies of educators learning and teaching with/in [dis]ability. Peter Lang Publishing, Incorporated, pp 15–33
Swancutt L, Medhurst M, Poed S, Walker P (2020) Making adjustments to curriculum, pedagogy and assessment. In: Graham LJ (ed) Inclusive education for the 21st century: theory, policy and practice. Allen & Unwin, pp 208–243
Thomas C (1999) Female forms: experiencing and understanding disability. Open University Press
United Nations (2008) Convention on the rights of persons with disability. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
United Nations (2016a) General comment number 4—article 24: right to inclusive education. https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRPD/C/GC/4&Lang=en
United Nations (2016b) Sustainable development goal 4. https://sdgs.un.org/goals/goal4
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Claughton, A., Weuffen, S., Robertson, D., Nice, K. (2023). Parent–Teachers: Experiences of Supporting our Children with Dis/ability in Schools. In: Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., Emmett, S. (eds) Inclusion, Equity, Diversity, and Social Justice in Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-5008-7_10
Download citation
DOI: https://doi.org/10.1007/978-981-19-5008-7_10
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-19-5007-0
Online ISBN: 978-981-19-5008-7
eBook Packages: EducationEducation (R0)