Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability

References

• Allan, J. (2007). Rethinking inclusive education: The philosophers of difference in practice, Vol. 5. Dordrecht: Springer.
   Google Scholar
• Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30, 4–22.10.1111/sufl.2015.30.issue-1
   Web of Science ®Google Scholar
• Ashman, A. (2010). Modelling inclusive practices in postgraduate tertiary education courses. International Journal of Inclusive Education, 14, 667–680. doi:10.1080/13603111003778429
   Web of Science ®Google Scholar
• Australian Bureau of Statistics. (2010). Disability, ageing and carers. Australia 2009, Cat. No. 4430.0. Canberra: Author.
   Google Scholar
• Benincasa, L. (2012). Teaching lessons in exclusion: Researchers’ assumptions and the ideology of normality. International Journal of Qualitative Studies in Education, 25, 1087–1106. doi:10.1080/09518398.2011.590159
   Google Scholar
• Boyle, C., & Sharma, U. (2015). Inclusive education–worldly views? Support for Learning, 30, 2–3.10.1111/sufl.2015.30.issue-1
   Web of Science ®Google Scholar
• Byrne, A. (2013). What factors influence the decisions of parents of children with special educational needs when choosing a secondary educational provision for their child at change of phase from primary to secondary education? A review of the literature. Journal of Research in Special Educational Needs, 13, 129–141. doi:10.1111/j.1471-3802.2011.01211.x
   Google Scholar
• Carter, E., Sisco, L. G., Chung, Y.-C., & Stanton-Chapman, T. L. (2010). Peer interactions of students with intellectual disabilities and/or autism: A map of the intervention literature. Research & Practice for Persons with Severe Disabilities, 35, 63–79.
   Web of Science ®Google Scholar
• Cohen-Vogel, L., & Harrison, C. (2013). Leading with data: Evidence from the national center on scaling up effective schools. Leadership and Policy in Schools, 12, 122–145. doi:10.1080/15700763.2013.792934
   Google Scholar
• de Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25, 165–181. doi:10.1080/08856251003658694
   Google Scholar
• Elkins, J., Van Kraayenoord, C. E., & Jobling, A. (2003). Parents’ attitudes to inclusion of their children with special needs. Journal of Research in Special Educational Needs, 3, 122–129. doi:10.1111/1471-3802.00005
   Google Scholar
• Forlin, C., Chambers, D., Loreman, T., Deppeler, J., & Sharma, U. (2013). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. Canberra: ARACY.
   Google Scholar
• Fulcher, G. (1993). Schools and contests: A reframing of the effective schools debate? In R. Slee (Ed.), Is there a desk with my name on it?: The politics of integration (pp. 125–138). London: The Falmer Press.
   Google Scholar
• Gasteiger-Klicpera, B., Klicpera, C., Gebhardt, M., & Schwab, S. (2013). Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities. International Journal of Inclusive Education, 17, 663–681. doi:10.1080/13603116.2012.706321
   Web of Science ®Google Scholar
• Gilmore, L., Campbell, M., Shochet, I., Garland, R., Smyth, T., Roberts, C., & West, D. (2014). Promoting resilience in children with intellectual disability: A randomized controlled trial in Australian schools. In S. Prince-Embury & D. Saklofske (Eds.), Resilience interventions for youth in diverse populations (pp. 353–373). New York: Springer.
   Google Scholar
• Graham, L. J., & Spandagou, I. (2011). From vision to reality: Views of primary school principals on inclusive education in New South Wales. Australia. Disability & Society, 26, 223–237. doi:10.1080/09687599.2011.544062
   Web of Science ®Google Scholar
• Haber, M. G., Mazzotti, V. L., Mustian, A. L., Rowe, D. A., Bartholomew, A. L., Test, D. W., & Fowler, C. H. (2016). What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities. Review of Educational Research, 86, 123–162. doi:10.3102/0034654315583135
   Web of Science ®Google Scholar
• Jenkinson, J. C. (1998). Parent choice in the education of students with disabilities. International Journal of Disability, Development and Education, 45, 189–202. doi:10.1080/1034912980450205
   Google Scholar
• Kelly, A., Devitt, C., O'Keeffe, D., & Donovan, A. M. (2014). Challenges in implementing inclusive education in Ireland: Principal’s views of the reasons students aged 12+ are seeking enrollment to special schools. Journal of Policy and Practice in Intellectual Disabilities, 11, 68–81. doi:10.1111/jppi.12073
   Web of Science ®Google Scholar
• Kendrick, M. (1996). The natural authority of families. CRUcial Times. Retrieved from http://www.socialrolevalorization.com/articles/kendrick/natural-authority-of-families.pdf
   Google Scholar
• Kitzinger, J. (1994). The methodology of focus groups: The importance of interaction between research participants. Sociology of Health & Illness, 16, 103–121. doi:10.1111/1467-9566.ep11347023
   Web of Science ®Google Scholar
• Lemay, R. A. (2006). Social Role Valorization insights into the social integration conundrum. Mental Retardation, 44(1), 1–12. doi:10.1352/0047-6765(2006)44[1:SRVIIT]2.0.CO;2
   PubMedGoogle Scholar
• McMaugh, A. (2011). En/countering disablement in school life in Australia: Children talk about peer relations and living with illness and disability. Disability & Society, 26, 853–866. doi:10.1080/09687599.2011.618740
   Web of Science ®Google Scholar
• Mithen, J., Aitken, Z., Ziersch, A., & Kavanagh, A. M. (2015). Inequalities in social capital and health between people with and without disabilities. Social Science & Medicine, 126, 26–35. doi:10.1016/j.socscimed.2014.12.009
   PubMed Web of Science ®Google Scholar
• Mouzourou, C., Santos, R. M., & Gaffney, J. S. (2011). At home with disability: One family’s three generations narrate autism. International Journal of Qualitative Studies in Education, 24, 693–715. doi:10.1080/09518398.2010.529841
   Google Scholar
• National Disability Rights Network. (2009). School is not supposed to hurt. Washington, DC: Author.
   Google Scholar
• Queensland Government. (2013). Minister’s policy: Criteria to decide a person is a “person with a disability” for the purpose of enrolment in state special schools. Brisbane: DET. Retrieved from http://education.qld.gov.au/schools/disability/ministers-policy.html
   Google Scholar
• Queensland Parents for People with a Disability. (2011). Diving for pearls: An account of parents’ quest for an inclusive education in Queensland. Brisbane: Author.
   Google Scholar
• Race, D. (1999). Social Role Valorization and the English experience. London: Whiting and Birch.
   Google Scholar
• Sherwin, J. (2011). ‘The desire for friendship comes quickly, friendship does not’: An exploration of valued roles & relationships. The SRV Journal, 6, 22–31. Retrieved from http://www.srvip.org/Journal_Dec_2011_TOC.pdf
   Google Scholar
• Shevellar, L., Sherwin, J., & Mackay, G. (2012). A re-imagined identity: Building a movement in Brisbane for the practice of Social Role Valorization. In P. Westoby & L. Shevellar (Eds.), Learning and mobilising for community development: A radical traditionof community-based educationand training (pp. 81–94). Farnham: Ashgate.
   Google Scholar
• Slee, R. (2012). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education, 17, 895–907. doi:10.1080/13603116.2011.602534
   Web of Science ®Google Scholar
• Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2007). Focus groups: Theory and practice (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Thin, N. (2009). Schoolchildren’s wellbeing and life prospects: Justifying the universal tax on childhood (Wellbeing in Developing Countries (WeD) Working Papers; Working Paper 09). Bath: Wellbeing in Developing Countries Research Group. University of Bath. Retrieved from http://opus.bath.ac.uk/13947/
   Google Scholar
• United Nations. (2006). Convention on the rights of persons with disabilities. Retrieved from http://www.un.org/disabilities/convention/conventionfull.shtml
   Google Scholar
• Wendelborg, C., & Tøssebro, J. (2010). Marginalisation processes in inclusive education in Norway: A longitudinal study of classroom participation. Disability & Society, 25, 701–714. doi:10.1080/09687599.2010.505744
   Web of Science ®Google Scholar
• Wolfensberger, W. (1998). A brief introduction to Social Role Valorization: A high order concept for addressing the plight of societally devalued people, and for structuring human services (3rd ed.). Syracuse, NY: Training Institute for Human Service Planning, Leadership and Change Agentry (Syracuse University).
   Google Scholar
• Wolfensberger, W. (2012). Advanced issues in SRV theory. Plantagenet, ON: Valor Press.
   Google Scholar
• Wolfensberger, W., Thomas, S., & Caruso, G. (1996). Some of the universal “Good Things of Life” which the implementation of Social Role Valorization can be expected to make more accessible to devalued people. The International Social Role Valorization Journal, 2, 12–14. Retrieved from http://www.srvip.org/Good_Things_of_Life.pdf
   Google Scholar
• Yates, S., Dyson, S., & Hiles, D. (2008). Beyond normalization and impairment: Theorizing subjectivity in learning difficulties – theory and practice. Disability & Society, 23, 247–258.
   Web of Science ®Google Scholar
• Zigmond, N. P., & Kloo, A. (2011). General and special education are (and should be) different. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 160–172). New York, NY: Routledge.
   Google Scholar