Citations (152)
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Gemma Lumsdaine & Rhiannon Lord. (2023) (Re)creating a healthy self in and through disability sport: autoethnographic chaos and quest stories from a sportswoman with cerebral palsy. Disability & Society 38:7, pages 1231-1250.
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John R. R. Freer. (2023) A picture is worth 1000 words: examining students’ understanding of disability in definitions and drawings. Disability & Society 38:3, pages 385-400.
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Kate Waterworth, Michael Gaffney, Nicola Taylor & Barbara E Gibson. (2023) The civil rights of disabled children in physiotherapy practices. Physiotherapy Theory and Practice 39:3, pages 547-559.
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Anjanet Liebenberg, Martha Geiger & Surona Visagie. (2022) Parental experiences on the role of wheelchairs in the lives of their children with mobility impairments: a qualitative exploration in Dubai. Disability and Rehabilitation: Assistive Technology 17:3, pages 310-317.
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Rosemary Black & Janice Ollerton. (2022) Playspace users’ experience of a socially inclusive playspace: the case study of Livvi’s Place, Port Macquarie, New South Wales, Australia. World Leisure Journal 64:1, pages 3-22.
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Michelle Spirtos & Robbie Gilligan. (2022) ‘In your own head everyone is staring’: the disability related identity experiences of young people with hemiplegic cerebral palsy. Journal of Youth Studies 25:1, pages 50-66.
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Seray Ibrahim, Asimina Vasalou, Laura Benton & Michael Clarke. (2022) A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments. Disability & Society 37:1, pages 63-88.
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Brid McAndrew, Clare Carroll & Mary-Pat O’Malley-Keighran. (2021) Representations of disabled children and young people in Irish newspapers. Disability & Society 36:10, pages 1617-1642.
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Salvador Cayuela. (2021) From walls to society. Institutions and the government of disability in contemporary Spain. Disability & Society 36:7, pages 1053-1072.
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Jenene Burke & Amy Claughton. (2019) Playing with or next to? The nuanced and complex play of children with impairments. International Journal of Inclusive Education 23:10, pages 1065-1080.
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Evelina Pituch, Paula W. Rushton, Myriame Ngo, Jessica Heales & Alexandra Poulin Arguin. (2019) Powerful or Powerless? Children’s, Parents’, and Occupational Therapists’ Perceptions of Powered Mobility. Physical & Occupational Therapy In Pediatrics 39:3, pages 276-291.
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John Ravenscroft, John Davis, Mert Bilgin & Kerry Wazni. (2019) Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey. Disability & Society 34:4, pages 629-656.
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Heather A. Feldner, Samuel W. Logan & James C. Galloway. (2019) Mobility in pictures: a participatory photovoice narrative study exploring powered mobility provision for children and families. Disability and Rehabilitation: Assistive Technology 14:3, pages 301-311.
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Steven D. Stagg & Hannah Belcher. (2019) Living with autism without knowing: receiving a diagnosis in later life. Health Psychology and Behavioral Medicine 7:1, pages 348-361.
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Kathy Cologon & Zinnia Mevawalla. (2018) Increasing inclusion in early childhood: Key Word Sign as a communication partner intervention. International Journal of Inclusive Education 22:8, pages 902-920.
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Rena Lyons & Sue Roulstone. (2017) Labels, identity and narratives in children with primary speech and language impairments. International Journal of Speech-Language Pathology 19:5, pages 503-518.
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Eleni Lithari & Chrissie Rogers. (2017) Care-less spaces and identity construction: transition to secondary school for disabled children. Children's Geographies 15:3, pages 259-273.
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Sally Lumsdaine & Mhairi Thurston. (2017) Growing up in a Mainstream World: A Retrospective Enquiry into the Childhood Experiences of Young Adults with a Physical Disability. International Journal of Disability, Development and Education 64:2, pages 182-197.
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Sarah Skyrme. (2017) In and On their Own Terms: Children and Young People's Accounts of Life with Duchenne Muscular Dystrophy. Child Care in Practice 23:1, pages 77-89.
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Lisa Stafford. (2017) Journeys to play: planning considerations to engender inclusive playspaces. Landscape Research 42:1, pages 33-46.
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Carol Vincent, Sarah Neal & Humera Iqbal. (2016) Children’s friendships in diverse primary schools: teachers and the processes of policy enactment. Journal of Education Policy 31:4, pages 482-494.
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Hailee M. Gibbons & Caitlin M. Gibbons. (2016) Siblings with disabilities: a duoethnography on the intersections between a sibling relationship and disability. Disability & Society 31:6, pages 820-837.
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Jill C. Smith. (2016) The embodied becoming of autism and childhood: a storytelling methodology. Disability & Society 31:2, pages 180-191.
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Jennifer L. Jones, Kami L. Gallus, Kacey L. Viering & Lauren M. Oseland. (2015) ‘Are you by chance on the spectrum?’ Adolescents with autism spectrum disorder making sense of their diagnoses. Disability & Society 30:10, pages 1490-1504.
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Christine Ashby, Eunyoung Jung, Casey Woodfield, Katherine Vroman & Fernanda Orsati. (2015) ‘Wishing to go it alone’: the complicated interplay of independence, interdependence and agency. Disability & Society 30:10, pages 1474-1489.
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Stella L. Ng, Lorelei Lingard, Kathryn Hibbert, Sandra Regan, Shanon Phelan, Rosamund Stooke, Christine Meston, Catherine Schryer, Madhushani Manamperi & Farah Friesen. (2015) Supporting children with disabilities at school: implications for the advocate role in professional practice and education. Disability and Rehabilitation 37:24, pages 2282-2290.
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Carmel Conn. (2015) ‘Sensory highs’, ‘vivid rememberings’ and ‘interactive stimming’: children’s play cultures and experiences of friendship in autistic autobiographies. Disability & Society 30:8, pages 1192-1206.
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Kathryn Underwood, Cherry Chan, Donna Koller & Angela Valeo. (2015) Understanding Young Children’s Capabilities: Approaches to Interviews with Young Children Experiencing Disability. Child Care in Practice 21:3, pages 220-237.
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Patricia McNeilly, Geraldine Macdonald & Berni Kelly. (2015) The Participation of Disabled Children and Young People: A Social Justice Perspective. Child Care in Practice 21:3, pages 266-286.
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Sue Gudgeon & Susan Kirk. (2015) Living with a powered wheelchair: exploring children’s and young people’s experiences. Disability and Rehabilitation: Assistive Technology 10:2, pages 118-125.
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Berni Kelly & Bronagh Byrne. (2015) Valuing Disabled Children and Young People. Child Care in Practice 21:1, pages 1-5.
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David Abbott & John Carpenter. (2015) “The Things that are Inside of You are Horrible”: Children and Young Men with Duchenne Muscular Dystrophy Talk about the Impact of Living with a Long-term Condition. Child Care in Practice 21:1, pages 67-77.
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Mona Asbjørnslett, Sølvi Helseth & Gunn H. Engelsrud. (2014) ‘Being an ordinary kid’ – demands of everyday life when labelled with disability. Scandinavian Journal of Disability Research 16:4, pages 364-376.
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David Abbott & John Carpenter. (2014) ‘Wasting precious time’: young men with Duchenne muscular dystrophy negotiate the transition to adulthood. Disability & Society 29:8, pages 1192-1205.
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Halvor Hanisch. (2014) Psycho-emotional disablism: a differentiated process. Scandinavian Journal of Disability Research 16:3, pages 211-228.
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Shanon K. Phelan & Elizabeth Anne Kinsella. (2014) Occupation and Identity: Perspectives of Children with Disabilities and their Parents. Journal of Occupational Science 21:3, pages 334-356.
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Wenche Bekken. (2014) ‘I want them to see that I feel normal’: three children’s experiences from attending consultations in paediatric rehabilitation. Disability & Society 29:5, pages 778-791.
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Janet Sylvester, Nigel Donnell, Shelley Gray, Kate Higgins & Kirsten Stalker. (2014) A survey of disabled children and young people’s views about their quality of life. Disability & Society 29:5, pages 763-777.
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Wenche Bekken. (2014) The role of objects in understanding children's participation in paediatric rehabilitation. Scandinavian Journal of Disability Research 16:2, pages 159-178.
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Michael Gaffney. (2014) Calling forth disability in the classroom. Disability & Society 29:3, pages 359-372.
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Johanna Olli, Tanja Vehkakoski & Sanna Salanterä. (2014) The habilitation nursing of children with developmental disabilities—Beyond traditional nursing practices and principles?. International Journal of Qualitative Studies on Health and Well-being 9:1.
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Daniel Tindall. (2013) Creating disability awareness through sport: exploring the participation, attitudes and perceptions of post-primary female students in Ireland. Irish Educational Studies 32:4, pages 457-475.
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Samantha Child & Melanie Nind. (2013) Sociometric methods and difference: a force for good – or yet more harm. Disability & Society 28:7, pages 1012-1023.
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Jude MacArthur. (2013) Sustaining friendships, relationships, and rights at school. International Journal of Inclusive Education 17:8, pages 793-811.
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Sue Dockett, Bob Perry & Emma Kearney. (2013) Promoting children’s informed assent in research participation. International Journal of Qualitative Studies in Education 26:7, pages 802-828.
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Janine Coates & Philip Vickerman. (2013) A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education 28:3, pages 333-347.
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Dan Goodley & Katherine Runswick-Cole. (2013) The body as disability and possability: theorizing the ‘leaking, lacking and excessive’ bodies of disabled children. Scandinavian Journal of Disability Research 15:1, pages 1-19.
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Colleen Thornton & Kathryn Underwood. (2013) Conceptualisations of disability and inclusion: perspectives of educators of young children. Early Years 33:1, pages 59-73.
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Nancy Worth. (2013) Making friends and fitting in: a social-relational understanding of disability at school. Social & Cultural Geography 14:1, pages 103-123.
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Kuljit Heer, John Rose & Michael Larkin. (2012) Understanding the experiences and needs of South Asian families caring for a child with learning disabilities in the United Kingdom: an experiential–contextual framework. Disability & Society 27:7, pages 949-963.
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Jenene Burke. (2012) ‘Some kids climb up; some kids climb down’: culturally constructed play-worlds of children with impairments. Disability & Society 27:7, pages 965-981.
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Philip Vickerman. (2012) Including children with special educational needs in physical education: has entitlement and accessibility been realised?. Disability & Society 27:2, pages 249-262.
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Sally Lindsay & Amy C. McPherson. (2012) Experiences of social exclusion and bullying at school among children and youth with cerebral palsy. Disability and Rehabilitation 34:2, pages 101-109.
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Anne McMaugh. (2011) En/countering disablement in school life in Australia: children talk about peer relations and living with illness and disability. Disability & Society 26:7, pages 853-866.
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Rosalind Merrick & Sue Roulstone. (2011) Children's views of communication and speech-language pathology. International Journal of Speech-Language Pathology 13:4, pages 281-290.
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JessicaM. Kramer & Joy Hammel. (2011) “I Do Lots of Things”: Children with cerebral palsy’s competence for everyday activities. International Journal of Disability, Development and Education 58:2, pages 121-136.
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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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Dan Goodley & Katherine Runswick‐Cole. (2011) Problematising policy: conceptions of ‘child’, ‘disabled’ and ‘parents’ in social policy in England. International Journal of Inclusive Education 15:1, pages 71-85.
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Melanie Nind, Rosie Flewitt & Jane Payler. (2010) The social experience of early childhood for children with learning disabilities: inclusion, competence and agency. British Journal of Sociology of Education 31:6, pages 653-670.
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Dan Goodley & Katherine Runswick‐Cole. (2010) Emancipating play: dis/abled children, development and deconstruction. Disability & Society 25:4, pages 499-512.
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Susannah Bourke & Imelda Burgman. (2010) Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers. Disability & Society 25:3, pages 359-371.
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Sylvia Söderström & Borgunn Ytterhus. (2010) The use and non‐use of assistive technologies from the world of information and communication technology by visually impaired young people: a walk on the tightrope of peer inclusion. Disability & Society 25:3, pages 303-315.
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Matthew J. Allsop, Raymond J. Holt, Martin C. Levesley & Bipinchandra Bhakta. (2010) The engagement of children with disabilities in health-related technology design processes: Identifying methodology. Disability and Rehabilitation: Assistive Technology 5:1, pages 1-13.
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Janine Coates & Philip Vickerman. (2010) Empowering children with special educational needs to speak up: experiences of inclusive physical education. Disability and Rehabilitation 32:18, pages 1517-1526.
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Hayley Fitzgerald & David Kirk. (2009) Identity work: young disabled people, family and sport. Leisure Studies 28:4, pages 469-488.
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Michael Clarke & Ray Wilkinson. (2009) The collaborative construction of non‐serious episodes of interaction by non‐speaking children with cerebral palsy and their peers. Clinical Linguistics & Phonetics 23:8, pages 583-597.
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Borgunn Ytterhus, Christian Wendelborg & Hege Lundeby. (2008) Managing turning points and transitions in childhood and parenthood – insights from families with disabled children in Norway. Disability & Society 23:6, pages 625-636.
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Jaci C. Huws & Robert S. P. Jones. (2008) Diagnosis, disclosure, and having autism: An interpretative phenomenological analysis of the perceptions of young people with autism. Journal of Intellectual & Developmental Disability 33:2, pages 99-107.
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Jóhanna Einarsdóttir. (2007) Research with children: methodological and ethical challenges. European Early Childhood Education Research Journal 15:2, pages 197-211.
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