Citations (46)
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Lill Hultman, Hanna Bertilsdotter Rosqvist, Magdalena Elmersjö & Sylwia Koziel. (2021) Making me with others-gendered meanings of youth and youthfulness among young female disabled assistance users. Disability & Society 0:0, pages 1-21.
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Sally Robinson, Anne Graham, Karen R. Fisher, Kate Neale, Laura Davy, Kelley Johnson & Ed Hall. (2021) Understanding paid support relationships: possibilities for mutual recognition between young people with disability and their support workers. Disability & Society 36:9, pages 1423-1448.
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Timothy Ross & Ronald Buliung. (2018) A systematic review of disability’s treatment in the active school travel and children’s independent mobility literatures. Transport Reviews 38:3, pages 349-371.
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Anna Dunér & Elisabeth Olin. (2018) Personal assistance from family members as an unwanted situation, an optimal solution or an additional good? The Swedish example. Disability & Society 33:1, pages 1-19.
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Julie E. Hendricks, Christopher L. Atchison & Anthony D. Feig. (2017) Effective Use of Personal Assistants for Students With Disabilities: Lessons Learned From the 2014 Accessible Geoscience Field Trip. Journal of Geoscience Education 65:1, pages 72-80.
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Ciara Brennan, Rannveig Traustadóttir, James Rice & Peter Anderberg. (2016) Negotiating independence, choice and autonomy: experiences of parents who coordinate personal assistance on behalf of their adult son or daughter. Disability & Society 31:5, pages 604-621.
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Lill Hultman, Ulla Forinder & Pernilla Pergert. (2016) Assisted normality – a grounded theory of adolescent’s experiences of living with personal assistance. Disability and Rehabilitation 38:11, pages 1053-1062.
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Gill Rutherford. (2012) In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education 16:8, pages 757-774.
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Anne‐Stine Dolva, Anders Gustavsson, Lena Borell & Helena Hemmingsson. (2011) Facilitating peer interaction – support to children with Down syndrome in mainstream schools. European Journal of Special Needs Education 26:2, pages 201-213.
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Kathleen Mortier, Lore Desimpel, Elisabeth De Schauwer & Geert Van Hove. (2011) ‘I want support, not comments’: children's perspectives on supports in their life. Disability & Society 26:2, pages 207-221.
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Lisa Skär. (2010) Children’s conceptions of the word ‘disabled’: a phenomenographic study. Disability & Society 25:2, pages 177-189.
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BarbaraE. Gibson, Dina Brooks, Dale DeMatteo & Audrey King. (2009) Consumer‐directed personal assistance and ‘care’: perspectives of workers and ventilator users. Disability & Society 24:3, pages 317-330.
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Snaefridur
Thora Egilson & Rannveig Traustadottir. (2009) Assistance to pupils with physical disabilities in regular schools: promoting inclusion or creating dependency?. European Journal of Special Needs Education 24:1, pages 21-36.
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Clare Connors & Kirsten Stalker. (2007) Children’s experiences of disability: pointers to a social model of childhood disability. Disability & Society 22:1, pages 19-33.
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R. Schenker, W. Coster & S. Parush. (2006) Personal assistance, adaptations and participation in students with cerebral palsy mainstreamed in elementary schools. Disability and Rehabilitation 28:17, pages 1061-1069.
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L. Eriksson. (2005) The relationship between school environment and participation for students with disabilities. Pediatric Rehabilitation 8:2, pages 130-139.
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Anette Sandberg, Eva Björck‐Åkesson & Mats Granlund. (2004) Play in retrospection. Scandinavian Journal of Disability Research 6:2, pages 111-130.
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Ingrid Guldvik. (2003) Personal assistants: Ideals of social care‐work and consequences for the Norwegian personal assistance scheme
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Articles from other publishers (28)
Øyvind Ibrahim Marøy Snipstad & Stine Vik. (2023) User-Controlled Personal Assistance for Children—Does the Independent Living Ideology Translate to the Lived Life of Children and Youth with Disabilities?. Scandinavian Journal of Disability Research 24:1, pages 363-377.
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Hanna Weinbach, Natalie Geese, Albrecht Rohrmann & Dajana Schulte. (2023) Formen und Folgen von Schulbegleitung. Ethnografische Erkundungen im Alltag außerhalb des UnterrichtsForms and consequences of paraprofessional support. Ethnographic explorations in everyday life outside the classroom. Zeitschrift für Erziehungswissenschaft 26:4, pages 975-996.
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Nicola Jones. (2023)
Growing up with disabled parents who use personal assistance (
PA
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. Children & Society.
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Karen R Fisher, Sally Robinson, Kate Neale, Anne Graham, Kelley Johnson, Laura Davy & Edward C Hall. (2020) Impact of organisational practices on the relationships between young people with disabilities and paid social support workers. Journal of Social Work 21:6, pages 1377-1398.
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Tomáš Čech & Tereza Hormandlová. 2020. Profesní obraz školního speciálního pedagoga v podmínkách základní školy. Profesní obraz školního speciálního pedagoga v podmínkách základní školy.
Rahel More, Ernst Kočnik & Marion Sigot. 2020. Partizipation und Schule. Partizipation und Schule
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Alison Wren. (2017) Understanding the role of the Teaching Assistant: comparing the views of pupils with SEN and TAs within mainstream primary schools. Support for Learning 32:1, pages 4-19.
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Kristen Bottema-Beutel, Teagan S Mullins, Michelle N Harvey, Jenny R Gustafson & Erik W Carter. (2015) Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices. Autism 20:2, pages 196-206.
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Tatjana Thelen. (2015) Care as social organization: Creating, maintaining and dissolving significant relations. Anthropological Theory 15:4, pages 497-515.
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Anna Karin Axelsson. (2015) The Role of the External Personal Assistants for Children with Profound Intellectual and Multiple Disabilities Working in the Children's Home. Journal of Applied Research in Intellectual Disabilities 28:3, pages 201-211.
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Michael F. Giangreco. (2013) Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives. Australasian Journal of Special Education 37:2, pages 93-106.
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Vasilis Strogilos & Eleni Tragoulia. (2013) Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents. Teaching and Teacher Education 35, pages 81-91.
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Julia Bahner. (2012) Legal Rights or Simply Wishes? The Struggle for Sexual Recognition of People with Physical Disabilities Using Personal Assistance in Sweden. Sexuality and Disability 30:3, pages 337-356.
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Jean-Francois Trani, Parul Bakhshi & Mario Biggeri. 2011. Children and the Capability Approach. Children and the Capability Approach
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A.M. Fägerskiöld & G. Glad Mattsson. (2010) Disabled children and adolescents may be outsiders in the community. International Nursing Review 57:4, pages 470-477.
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Imelda Burgman. 2010. Occupation‐Centred Practice with Children. Occupation‐Centred Practice with Children
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Michael F. Giangreco. (2010) One-to-One Paraprofessionals for Students With Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?. Intellectual and Developmental Disabilities 48:1, pages 1-13.
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Helen Freake, Val Barley & Gerry Kent. (2006) Adolescents’ views of helping professionals: A review of the literature. Journal of Adolescence 30:4, pages 639-653.
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Marjatta Takala. (2007) The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education 34:1, pages 50-57.
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Erik W. Carter & Craig H. Kennedy. (2016) Promoting Access to the General Curriculum Using Peer Support Strategies. Research and Practice for Persons with Severe Disabilities 31:4, pages 284-292.
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Michael F. Giangreco, Carter S. Smith & Elaine Pinckney. (2016) Addressing the Paraprofessional Dilemma in an Inclusive School: A Program Description. Research and Practice for Persons with Severe Disabilities 31:3, pages 215-229.
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ANNA LOGAN. (2006) The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools. Support for Learning 21:2, pages 92-99.
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Stephen M. Broer, Mary Beth Doyle & Michael F. Giangreco. (2005) Perspectives of Students with Intellectual Disabilities about their Experiences with Paraprofessional Support. Exceptional Children 71:4, pages 415-430.
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Michael F. Giangreco, Susan Yuan, Barbara McKenzie, Patricia Cameron & Janice Fialka. (2016)
“Be Careful What You Wish for …”: Five Reasons to be concerned about the Assignment of
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Michael F. GiangrecoStephen M. Broer. (2016) Questionable Utilization of Paraprofessionals in Inclusive Schools. Focus on Autism and Other Developmental Disabilities 20:1, pages 10-26.
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Nick Watson, Linda McKie, Bill Hughes, Debra Hopkins & Sue Gregory. (2016) (Inter)Dependence, Needs and Care. Sociology 38:2, pages 331-350.
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Helena Hemmingsson, Lena Borell & Anders Gustavsson. (2016) Participation in School: School Assistants Creating Opportunities and Obstacles for Pupils with Disabilities. OTJR: Occupation, Participation and Health 23:3, pages 88-98.
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