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Parents of a disabled child experience complex situations with varied and sometimes contradictory needs, interests, and emotions, and with ambiguities related to the possibilities for both child and family in the context of contemporary... more
Parents of a disabled child experience complex situations with varied and sometimes contradictory needs, interests, and emotions, and with ambiguities related to the possibilities for both child and family in the context of contemporary normative ableist thinking. In this review, we propose ethics based on ‘flourishing’ and ‘thisness’; with the goal to encourage people to see encounters with parents and families as emergent experimental spaces in which we remain open and interested in developments rather than in fixed ideas. Working with parents with lived experiences of raising a disabled child, we explore the collaboration processes among families, their support networks, and (medical) professionals. These encounters require an ethical perspective, with emergent listening as central to the process. A story is used to highlight the importance of listening as part of an assemblage, recognizing what is already there and affirming the potential for change. Engaging in ethical encounte...
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Participating in academic events of knowledge exchange is primordial for researchers. The experiential experiences of people with visual impairments with accessibility differences in such scientific practices are reflected. The... more
Participating in academic events of knowledge exchange is primordial for researchers. The experiential experiences of people with visual impairments with accessibility differences in such scientific practices are reflected. The theoretical concept of ‘accessible participation’ is linked with the exchange of lived experiences of the first two authors—both PhD researchers who are visually impaired—who take part in academic conferences in the domain of Disability Studies. Boundary conditions, intensive preparation, connecting with colleagues and making scientific contributions are analysed as accessibility issues that are necessary to enable participation in an academic context.
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Transitioning to adulthood is a dynamic period in life, in which significant decisions are made in several domains. In this study, we investigate the transition into post-secondary life of young adults with an intellectual disability who... more
Transitioning to adulthood is a dynamic period in life, in which significant decisions are made in several domains. In this study, we investigate the transition into post-secondary life of young adults with an intellectual disability who have followed an inclusive school trajectory in Flanders (Belgium). We aim to clarify the significant elements of this transition when the known structures of school disappear. As a method, we ‘walk-with’ Gabria and connect three events of her life story with the concepts of desire and support. Gabria demonstrates the importance of starting from desire as an affirmative force, as she resists making disconnected choices and wants to be approached as a person with the aspiration to work, living alone and have a relationship. Furthermore, support in the current care systems seems too restricted to one specific policy domain into which these young adults need to fit. Interagency commitment and coordination are crucial for a holistic approach to young ad...
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Experiencing parental substance use (PSU) has been associated with a heightened risk of developing substance use disorders (SUDs) in offspring. The primary goal of this study was to explore perspectives of adult children with lived... more
Experiencing parental substance use (PSU) has been associated with a heightened risk of developing substance use disorders (SUDs) in offspring. The primary goal of this study was to explore perspectives of adult children with lived experience of PSU who also developed SUDs themselves through first-hand experience. This study was conducted in Flanders (Belgium). A qualitative exploratory research design was applied. Seventeen semi-structured interviews were conducted with adult children of parents with SUDs (range: 29–48 years) who themselves had developed SUDs. All interviews were audio-taped and transcribed verbatim. Three overarching themes emerged through thematic analysis: 1) loneliness and neglect in childhood; 2) stigma and the self; and 3) the role of social connection in substance use and recovery. The narratives highlighted the central role of feelings of loneliness, isolation and belonging among children of parents with SUDs in childhood and adulthood. Increasing public aw...
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Hand in hand with policy developments, educational practices are constantly looking for how teachers can be (better) supported and professionalized in dealing with pupils with specific educational needs in regular education. Supporting... more
Hand in hand with policy developments, educational practices are constantly looking for how teachers can be (better) supported and professionalized in dealing with pupils with specific educational needs in regular education. Supporting and strengthening the competences of teachers in dealing with diverse needs is closely related to the question of connective collaboration within inclusive learning environments. But when is collaboration connective? In this ethnographic study, we set out using research material that succeeds in giving form and substance to connective collaboration within Alex’s inclusion process. By means of a diffractive analysis, four helpful and necessary developments emerge: four doing words that emphasize a process that is never complete. ‘Purposefully encountering’, ‘exchanging’, ‘negotiating’ and ‘affirming’ encourage a continuous development towards connection in the interaction between Alex, his individually adapted curriculum (iac), the classroom environmen...
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This paper engages with conversations with two teachers who each build socially just pedagogies and engage in minor gestures in response to the socio-educational-political reality they were confronted with namely, a pupil disappearing... more
This paper engages with conversations with two teachers who each build socially just pedagogies and engage in minor gestures in response to the socio-educational-political reality they were confronted with namely, a pupil disappearing from the classroom when her parents' application for immigration was rejected. In an assemblage connecting the conversations to a transforming picture of an empty desk, to social media posts and online news sources and to post-qualitative literature, we reconfigure the empty desk into polyvocal, continuously moving metaphors and remain attentive to the affective and material forces of the stories that the two teachers tell. The desk functions as (1) a speaking medium and symbol of protest against the violation of children's rights, (2) a relational force in a broken class group, (3) a part of a pedagogical space for learning democracy, and (4) a mirror on our contemporary society. These metaphors become minor gestures and invite us to fulfill our ability to respond ('response-ability') to the violation of rights of 'invisible children' and the daily realization of inclusive education for all children in class.
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... Elisabeth De Schauwer [801001370383] - Ghent University Elisabeth.DeSchauwer@UGent.be; Jos van Loon [802000301443] - Ghent University Jos.vanLoon@UGent.be. Title, Inclusief onderwijs. Publication Status, published. Article Type,... more
... Elisabeth De Schauwer [801001370383] - Ghent University Elisabeth.DeSchauwer@UGent.be; Jos van Loon [802000301443] - Ghent University Jos.vanLoon@UGent.be. Title, Inclusief onderwijs. Publication Status, published. Article Type, original. Research Field, Social Sciences ...
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De korte weg van F. is een participerend videoportret over een kunstenares met een verstandelijke beperking. Deze film was een onderdeel van de masterthese van Marieke Vandecasteele. In dit artikel gaat ze nader in op het theoretisch... more
De korte weg van F. is een participerend videoportret over een kunstenares met een verstandelijke beperking. Deze film was een onderdeel van de masterthese van Marieke Vandecasteele. In dit artikel gaat ze nader in op het theoretisch kader-Disability Studies-en beschrijft ze uitvoerig de totstandkoming van de film, met aandacht voor ethische dilemma's.
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This chapter seeks to explore the many meanings attached to 'voice' in research, with a particular emphasis on the different modalities voice can have in the field of inclusive disability studies. The interpretation of the six... more
This chapter seeks to explore the many meanings attached to 'voice' in research, with a particular emphasis on the different modalities voice can have in the field of inclusive disability studies. The interpretation of the six different perspectives of voice is based on the framework of Lawrence-Lightfoot and Davis (1997) and is contextualized within the work and engagement of the self-advocacy network in Flanders. The combination of these six aspects of voice led to the construction of a particular research design where voice is manifested through the chosen methodology, the various roles and various selves of the researchers and the subjects, the research tools and analysis. Drawing on the ideas and insights from a research project about political participation of persons with an intellectual disability in the self-advocacy network, tensions in the research process are explicated and research choices are discussed. (DIPF/Orig.)
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This article describes the process by which faculty at Ghent University enculturate graduate students into a Disability Studies in Education (DSE) perspective within a culture that actively supports segregation of students with... more
This article describes the process by which faculty at Ghent University enculturate graduate students into a Disability Studies in Education (DSE) perspective within a culture that actively supports segregation of students with disabilities. Our curriculum centers around “a pedagogy of hope”—a way of thinking and working in which problems, solutions, and roles are defined differently from the traditional models of disability. To illustrate this work, we present five key incidents (real-life vignettes) that have occurred within the day-to-day interactions with the students and analyze the significance of these incidents in regard to student growth. We conclude with a discussion of ten basic elements of DSE that are central to research, teaching, and action.
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This essay takes up the concept of “thresholds” as it was developed in the Spring 2014 issue of Departures in Critical Qualitative Research. It opens up a fertile seam of thought about encounters with people labeled as “disabled” and with... more
This essay takes up the concept of “thresholds” as it was developed in the Spring 2014 issue of Departures in Critical Qualitative Research. It opens up a fertile seam of thought about encounters with people labeled as “disabled” and with one's own child in particular. The article troubles the processes of normalization, and opens up the space of difference by excavating its unspeakability. The stories of two mothers and their disabled children are told using the concept of thresholds to examine their encounters with (the difference of) their children. The essay concludes with implications for professional practice.
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Dit boek is opgedragen aan en belicht het levenswerk van prof. dr. Eric Broekaert (1951-2016), die gedurende zijn hele loopbaan verbonden is geweest aan de Vakgroep Orthopedagogiek van de Universiteit Gent. Het is geen ‘klasssiek’ liber... more
Dit boek is opgedragen aan en belicht het levenswerk van prof. dr. Eric Broekaert (1951-2016), die gedurende zijn hele loopbaan verbonden is geweest aan de Vakgroep Orthopedagogiek van de Universiteit Gent. Het is geen ‘klasssiek’ liber amicorum geworden, maar een boek waarin een aantal belangrijke (in het Nederlands vertaalde) peer-reviewed artikelen van de hand van prof. Broekaert werden verzameld. Deze teksten geven een goed beeld van de achtergronden en evoluties in het denken van prof. Broekaert met betrekking tot de theoretische orthopedagogiek en meer specifiek met betrekking tot zijn integratief-holistische benadering van de handelingsorthopedagogiek. Daarnaast leiden een aantal hoofdstukken, geschreven door medewerkers van de Vakgroep Orthopedagogiek en jarenlange collega’s van prof. Broekaert, het boek in en uit. Het boek is relevant voor iedereen die in orthopedagogische theorievorming en ondersteuning is geinteresseerd. Volgens de integratief-holistische benadering van p...
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This article examines teachers’ experience with inclusive education in preschool, primary and the beginning of secondary education. Drawing on a qualitative approach, this study aims to explore what we can learn from teachers that have... more
This article examines teachers’ experience with inclusive education in preschool, primary and the beginning of secondary education. Drawing on a qualitative approach, this study aims to explore what we can learn from teachers that have already invested in (several) processes of inclusive education with children with significant disabilities. Through semi-structured interviews, we discover that teachers need opportunities to work with the disabled child in their class and create moments of communication around the child and his/her individual curriculum. They learn much more about the abilities of children, while previously they were mainly focussing on the deficits. Therefore, for the teachers the question has shifted from ‘what is wrong with this child?’ towards ‘what is necessary to let the child participate in our group?’ This moves from difference as categorical difference, to difference as emergent continuous difference. This shift in understanding opens up new insights and new...
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... Please use this identifier to cite or link to this item: Record Details. Record ID, 630105. Record Type, bookChapter. Author, Geert Van Hove [801000488996] - Ghent University Geert.VanHove@UGent.be; Griet Roets [801001686241] - Ghent... more
... Please use this identifier to cite or link to this item: Record Details. Record ID, 630105. Record Type, bookChapter. Author, Geert Van Hove [801000488996] - Ghent University Geert.VanHove@UGent.be; Griet Roets [801001686241] - Ghent University Griet.Roets@UGent. ...
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... In het eerste artikel, Inclusief onderwijs: eerste resultaten van een diepgaand onderzoek in Vlaanderen, brengen Geert Van Hove, Kath-leen Mortier en ... Als afsluiting stellen we u een mandje lentelec-tuur voor; naar keuze kunt u in... more
... In het eerste artikel, Inclusief onderwijs: eerste resultaten van een diepgaand onderzoek in Vlaanderen, brengen Geert Van Hove, Kath-leen Mortier en ... Als afsluiting stellen we u een mandje lentelec-tuur voor; naar keuze kunt u in 'Voor u gelezen' grasduinen in de volgende ...
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... Related information at UGent | Mark. Author Geert Van Hove UGent, Kathleen Mortier UGent and Elisabeth De Schauwer UGent Publishing year 2004 Type journalArticle Article type original Publication status published Subject: ...
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... Record Details. Record ID, 1155600. Record Type, book. Author, Kathleen Mortier [801001676238] - Ghent University Kathleen.Mortier@UGent.be; Elisabeth De Schauwer [801001370383] - Ghent University Elisabeth.DeSchauwer@UGent.be; ...
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There is a need for qualitative participatory research involving children with intellectual disability and complex communication needs (CCNs), but procedural ethics cannot always adequately respond to the associated realities. To tackle... more
There is a need for qualitative participatory research involving children with intellectual disability and complex communication needs (CCNs), but procedural ethics cannot always adequately respond to the associated realities. To tackle this challenge, procedural ethics can be expanded with relational ethics to engage with consent and assent practices in participatory research projects. By drawing on several key incidents of participatory research with children with CCNs, we explore the complex moral spaces and times of ambivalent and iterative (dis)engagements within research processes. We reconceptualize the consent/assent terrain as a relationally constituted process, more aligned with the overall epistemological frameworks of participatory research and ensuring (disabled) children's ongoing and meaningful involvement in research.
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This paper takes up Goodley’s (2013) challenge to explore the ways in which poststructuralist research methodologies open up new ways of thinking about encounters with disability. Working with the materiality of their own encounters with... more
This paper takes up Goodley’s (2013) challenge to explore the ways in which poststructuralist research methodologies open up new ways of thinking about encounters with disability. Working with the materiality of their own encounters with disability and the conceptual possibilities opened up in poststructuralist and new materialist thought, the six authors deconstruct the ability/disability binary through animating disability differently. They draw on memories generated in a collective biography workshop in order to explore the ways in which concepts, such as heterotopia, can be put to work in order to mobilize a humanity-in-common that is both multiple and open to differenciation, that is to continuously becoming different.