References
- Åmot, I., & Ytterhus, B. (2014). “Talking bodies”: Power and counter-power between children and adults in day care. Childhood, 21(2), 260–273. doi: https://doi.org/10.1177/0907568213490971
- Berger, P., & Luckmann, T. (1967). The social construction of reality. A treatise in the sociology of knowledge. London: Penguin.
- Bigby, C., Knox, M., Beadle-Brown, J., & Bould, E. (2014). Identifying good group homes: Qualitative indicators using a quality of life framework. Intellectual and Developmental Disabilities, 52(5), 348–366. doi: https://doi.org/10.1352/1934-9556-52.5.348
- Buscatto, M. (2016). Practicing reflexivity in ethnography. In D. Silverman (Ed.), Qualitative research (pp. 137–151). London: SAGE.
- Cocks, A. J. (2000). Respite care for disabled children: Micro and macro reflections. Disability & Society, 15(3), 507–519. doi: https://doi.org/10.1080/713661961
- Cocks, A. J. (2008). Researching the lives of disabled children: The process of participant observation in seeking inclusivity. Qualitative Social Work, 7(2), 163–180. doi: https://doi.org/10.1177/1473325008089628
- Committee on the Rights of Persons with Disability. (2019). Concluding observations on the initial report from Norway. https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=6QkG1d%2FPPRiCAqhKb7yhskzCtt4ptwfdJn4rL3UnydjatfpyFIWMIu3CpFwHAzmxqgdR3YYIkHYjHvS4wzcoiTZYMWZjjacRAcPw2YrE96Wp%2BxdUI7twcpEnCG5LPwXu
- Curran, T., & Runswick-Cole, K. (2014). Disabled children’s childhood studies: A distinct approach? Disability & Society, 29(10), 1617–1630. doi: https://doi.org/10.1080/09687599.2014.966187
- Eikeseth, S., & Grung, R. M. (2017). Environmental enrichment and stereotypic behavior. European Journal of Behavior Analysis, 18(1), 132–145. doi: https://doi.org/10.1080/15021149.2016.1139776
- Evensen, K. V. (2018). Give me a thousand gestures: Embodied meaning and severe, multiple disabilities in segregated special needs education (Doctoral thesis). https://nih.brage.unit.no/nih-xmlui/handle/11250/2488514
- Fele, G. (2008). The phenomenal field: Ethnomethodological perspectives on collective phenomena. Human Studies, 31, 299–322. doi: https://doi.org/10.1007/s10746-008-9099-4
- Franklin, A., & Goff, S. (2019). Listening and facilitating all forms of communication: Disabled children and young people in residential care in England. Child Care in Practice, 25(1), 99–111. doi: https://doi.org/10.1080/13575279.2018.1521383
- Fylkesnes, I. (2020). Institutional talk and practices. A journey into small group-homes for intellectually disabled children. Disability & Society. doi:https://doi.org/10.1080/09687599.2020.1779037
- Garfinkel, H. (1984). Studies in ethnomethodology. Cambridge: Polity Press.
- Gobo, G., & Marciniak, L.T. (2016). What is ethnography. In D. Silverman (Ed.), Qualitative research (pp. 103–119). London: SAGE.
- Goffman, E. (1978). Response cries. Language, 54(4), 787–815. doi: https://doi.org/10.2307/413235
- Goffman, E. (1991). Asylums: Essays on the social situation of mental patients and other inmates. London: Penguin Books.
- Goode, D. (1994). A world without words: The social construction of children born deaf and blind. Philadelphia: Temple University Press.
- Greathead, S., Yates, R., Hill, V., Kenny, L., Croydon, A., & Pelicano, E. (2016). Supporting children with severe or profound learning difficulties and complex communication needs to make their views known: Observation tools and methods. Topics in Language Disorders, 36(3), 217–244. doi: https://doi.org/10.1097/TLD.0000000000000096
- Griffiths, C., & Smith, M. (2016). Attuning: A communication process between people with severe and profound intellectual disability and their interaction partners. Journal of Applied Research in Intellectual Disabilities, 29, 123–138. doi: https://doi.org/10.1111/jar.12162
- Handegård, T. L., Bliksvær, T., Eide, A. K., Gjertsen, H., & Lichtwarck, W. (2007). Barnebolig – beste eller nest beste alternativ. En kartlegging av barnebolig som omsorgstiltak [Group homes – best or second-best alternative. A survey of group homes as care service]. NF-arbeidsnotat 1003/2007. Bodø: Nordlandsforskning.
- Järvinen, M., & Mik-Meyer, N. (2012). At Skabe en Professionel: Ansvar og Autonomi i Vælferdsstaten [ To construct a professional. responsibility and autonomy in the welfare state]. København: Hans Reizel.
- Johannesen, R. L., Valde, K. S., & Whedbee, K. E. (2008). Ethics of human communication (6th ed.). Long Grove: Waveland press.
- McEvoy, O., & Smith, M. E. (2011). Listen to our voices: Hearing children and young people living in the care of the state. Dublin: Department for Children and Youth Affairs.
- Mead, G. H. (2015). Mind, self and society: The definitive edition. Chicago: Chicago University Press.
- Merleau-Ponty, M. (1964). The child’s relations to others. In I. C. Jenks (Ed.), Childhood. Critical concepts of sociology (vol. 3, pp. 102–115). Oxford: Routledge.
- Merleau-Ponty, M. (2002). Phenomenology of perceptions. London: Routledge.
- Mietola, R., Miettinen, S., & Vehmas, S. (2017). Voiceless subjects? Research ethics and persons with profound intellectual disabilities. International Journal of Social Research Methodology, 20(3), 263–274. doi: https://doi.org/10.1080/13645579.2017.1287872
- Morris, D. (2014). Body. In R. Diprose & J. Reynolds (Eds.), Merleau-Ponty: Key concepts (pp. 111–120). Abingdon: Routledge.
- Morris, J. (1997). Gone missing? Disabled children living away from their families. Disability and Society, 12(2), 241–258. doi: https://doi.org/10.1080/09687599727353
- Morris, J. (2003). Including all children: Finding out about the experiences of children with communication and/or cognitive impairments. Children & Society, 17(5), 337–348. doi: https://doi.org/10.1002/chi.754
- Nind, M. (2008). Conducting qualitative research with people with learning, communication and other disabilities: Methodological challenges (NCRM/012). https://eprints.ncrm.ac.uk/491/1/MethodsReviewPaperNCRM-012.pdf
- Nind, M., Flewitt, R., & Pleyer, J. (2010). The social experience of early childhood for children with learning disabilities: Inclusion, competence and agency. British Journal of Sociology of Education, 31(6), 653–670. doi: https://doi.org/10.1080/01425692.2010.515113
- Olli, J., Vehkakoski, T., & Salanterä, S. (2012). Facilitating and hindering factors in the realization of disabled children’s agency in institutional context: Literature review. Disability & Society, 27(6), 793–807. doi: https://doi.org/10.1080/09687599.2012.679023
- Pillet-Shore, D. (2018). How to Begin. Research on Language and Social Interaction, 51, 213–231. doi: https://doi.org/10.1080/08351813.2018.1485224
- Rabiee, P., Sloper, P., & Beresford, B. (2005). Doing research with children and young people who do not use speech for communication. Children & Society, 19, 385–396. doi: https://doi.org/10.1002/chi.841
- Reed, I. A. (2011). Interpretation and social knowledge: On the use of theory in the human sciences. Chicago: University of Chicago Press.
- Schütz, A. (1999). Den sociala världens fenomenologi. [The phenomenology of the social world]. Göteborg: Daidalos.
- Shakespeare, T. (2014). Disability rights and wrongs revisited. London: Routledge.
- Sigurdsen, R. (2011). Plassering av barn i barnebolig – krenkelse av barns menneskerettigheter? [Placement of children i group homes – violating children’s human right]. Tidsskrift for familierett, arverett og barnevernsrettslige spørsmål, 9(3), 198–220. doi: https://doi.org/10.18261/ISSN0809-9553-2011-03-03
- Simmons, B. (2018). The phenomenology of intersubjectivity and research with profoundly disabled children: Developing an experiential framework for analysing lived social experiences. In M. Twomey & C. Carroll (Eds.), Seen and heard: Exploring participations, engagement and voice for children with disabilities (pp. 125–144). Oxford: Peter Lang.
- Simmons, B. (2019). From living to lived and being-with: Exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities. International Journal of Inclusive Education, doi: https://doi.org/10.1080/13603116.2019.1569732
- Simmons, B., & Watson, D. (2015). From individualism to co-construction and back again: Rethinking research methodology for children with profound and multiple learning disabilities. Child Care in Practice, 21(1), 50–66. doi: https://doi.org/10.1080/13575279.2014.976179
- Spagnola, M., & Fiese, B. (2007). Family routines and rituals: A context for development in the lives of young children. Infants and Young Children, 20(4), 284–299. doi: https://doi.org/10.1097/01.IYC.0000290352.32170.5a
- Statistics Norway. (2020). Sjukeheimar, heimetenester og andre omsorgstenester: 11875: Helse- og omsorgsinstitusjoner – plasser (K) 2015–2018. https://www.ssb.no/statbank/table/11875/tableViewLayout1 /
- Tøssebro, J. (2014). Introduksjon. In J. Tøssebro & C. Wendelborg (Eds.), Oppvekst med funksjonshemming. Familie, livsløp og overganger [Growing up with disabilities, family, life course and transititons] (pp. 11–34). Oslo: Gyldendal Akademisk.
- United Nations. (2006). Convention on the rights of persons with disabilities. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html#Fulltext
- Ware, J. (2004). Ascertaining the views of people with profound and multiple learning disabilities. British Journal of Learning Disabilities, 32(4), 175–179. doi: https://doi.org/10.1111/j.1468-3156.2004.00316.x
- Woodin, S. (2017). The CHARM toolkit piloted: Findings from monitoring visits: Bulgaria, Czech Republic, Hungary and United Kingdom. https://mdac.org/sites/mdac.info/files/final_report_en.pdf
- Young, I. M. (1997). Asymmetrical reciprocity: On moral respect, wonder and enlarged thought. Constellations, 3(3), 340–362. doi: https://doi.org/10.1111/j.1467-8675.1997.tb00064.x
- Ytterhus, B., Egilson, S. T., Traustadottir, R., & Berg, B. (2015). Perspectives on childhood and disability. In R. Traustadottir, B. Ytterhus, S. T. Egilson, & B. Berg (Eds.), Childhood and disability in the Nordic countries: Being, becoming, belonging (pp. 15–33). Basingstoke: Palgrave Macmillan.