| CODE | DBS5033 | ||||||
| TITLE | Disability, Childhood and Youth | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Disability Studies | ||||||
| DESCRIPTION | This study-unit will equip students with an in-depth understanding of why and how ensuring that all children have a good start in life is key to tackling health and other inequalities within our societies. It will help students to understand the impact of disabling barriers on the lives of children (0-14) and youth (age 15-24) and the implications for their future prospects. Students will also consider the most promising entry points for policy and programming to ensure that disabled children and young people are given a fair chance in life. The study-unit will focus upon the ways in which disabled children and youth are denied equal opportunity to reach their full potential, to pursue their interests and to develop their talents and skills. Students will consider how exclusions and marginalization experienced in childhood shape the futures of disabled young people. Topics to be considered will include: - Children’s Voices: the right to be heard - Educational exclusion and inclusion - Access to and inclusion in play/leisure/sport - Youth and occupation - Family life and transitions to adulthood - Sexuality and relationships Students will engage with literatures from Disability Studies, but also from Childhood and Youth Studies, Education and Community Studies. Study-Unit Aims: This study-unit will enhance understanding of inequalities experienced by disabled children and youth, from a global perspective; disabled children’s human rights, as set forth in the UN Convention on the Rights of the Child and UN Convention on the Rights of Persons with Disabilities; and policy responses to inequalities experienced by disabled children and youth – comparative perspectives. The study-unit will also introduce and discuss key concepts and perspectives including: - disabled childhoods; - disabled children’s childhood studies; - inclusive education; - inclusive play; - the life-course approach. They will be supported to think critically and constructively about and with these concepts/perspectives. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an in-depth understanding of the inequalities experienced by disabled children and youth, globally; - Identify disabled children and young people’s human rights and related debates; - Assess progress towards achieving human rights for disabled children and youth; - Review key concepts including disabled childhoods, inclusive education and lifecourse perspectives; - Discuss the entry points for policy and practices that might reduce inequalities faced by disabled children and youth 2. Skills: By the end of the study-unit the student will be able to: - examine the factors that create disabling barriers for disabled children and youth in different sociocultural contexts; - appraise the extent to which the rights of disabled children and young people are upheld in these different contexts; - critique relevant concepts including childhood and youth, disability, inclusion and human rights; - argue about the ways in which policies and practices can be more inclusive for disabled children and youth. Main Text/s and any supplementary readings: Main Texts: - Joanna Anderson, Angela Page, Sofia Mavropoulou (2020) Inclusive Education: Global Issues and Controversies, BRILL. - Claire L. Azzopardi Lane, Paul Cambridge and Glynis Murphy (2019) Muted voices: The unexplored sexuality of young persons with learning disability in Malta, British Journal of Learning Disabilities, 47 (3), pp. 156-164. - Angharad E. Beckett and A-M Callus (2022) Routledge Handbook of Children’s Rights and Disabilities, Routledge. - Anne-Marie Callus, Ruth Farrugia (2016) The Disabled Child's Participation Rights, Routledge. - McLaughlin, Edmund Coleman-Fountain, Emma Clavering (2016) Disabled Childhoods. Monitoring Differences and Emerging Identities, Routledge. - Mark Priestley (2001) Disability and the Lifecourse. Global Perspectives. Cambridge University Press. - Katherine Runswick-Cole, Tillie Curran and Kirsty Liddiard (2017) The Palgrave Handbook of Disabled Children’s Childhood Studies, Palgrave Macmillan. - Jen Slater (2016) Youth and Disability: A Challenge to Mr Reasonable, Routledge. - Roger Slee (2011, new edition pending) The Irregular School: Exclusion, Schooling and Inclusive Education, Routledge Supplementary Readings: - Angharad E. Beckett, P. Encarnacao, C-Y. Chiu and S.T.M. Ng (2020) Play for disabled Children in Taiwan and Hong Kong: parent perspectives, Journal of Disability Studies in Education, advance article. - Berit Berg, Borgunn Ytterhus, Rannveig Traustadóttir and Snæfríður Thóra Egilson (2015) Childhood and Disability in the Nordic Countries. Being, Becoming, Belonging, Palgrave MacMillan. - Kirsty Liddiard and Jen Slater (2018) ‘Like, pissing yourself is not a particularly attractive quality, let’s be honest’: Learning to contain through youth, adulthood, disability and sexuality, Sexualities, 21 (3), pp. 319-333. - Richard Rieser (2012) Implementing Inclusive Education. A Commonwealth Guide to Implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities, Commonwealth Secretariat. - Alex Toft and Anita Franklin (2020) Young, Disabled and LGBT+: Voices, identities and intersections, Routledge. – not available Nick Watson (2012) Theorising the Lives of Disabled Children: How Can Disability Theory Help?, Children and Society, , 26 (3), pp. 192-202. |
||||||
| STUDY-UNIT TYPE | Lecture, Ind Study & Ind Online Learning | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | |||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
|||||||