Childrens Experiences of Childhood - Research Paper Example

Impact of Disability on Children’s Experiences of Childhood Introduction The term ‘disability’ has had controversial connotations that researchers continue to delve into its intricate perspectives especially in terms of its impact on children’s experiences of childhood. Research on disabled children’s experiences was confronted with diverse and complicated factors that impact the veracity and validity of the studies. The effect of applying terminologies, design of methodologies, social and medical environment, researchers’ perspectives and approach, among others, contribute to unique experiences of disabled children in the course of their development. In this regard, the essay is written to specifically address the question: ‘What is the impact of disability on children’s experiences of childhood?’ by exploring four relevant studies, to wit: “Where Are the Children’s Experiences?” by Davis & Watson (2001), “Children’s Experiences of Disability” by Connors & Stalker (2007), “How Do Deaf Infants Attain First Signs” by Takei (2001), and “Disability” by Lewis & Kellett (2004). A review of literature would initially be developed as a systematic review of the studies abovementioned to develop a clear and logical argument about the topic. The focus of the discourse would be to compare, contrast and analyze the chosen articles to effectively explore critical aspects of the topic and finally address the impact of disability on children’s experiences of childhood. Literature Review 1. Terminologies Lewis & Kellet (2004) appropriately started their discourse by sorting out critical issues that stem from terminologies, specifically of ‘disability’. This aspect is relevant since terminologies affect disabled children’s experiences in their growth and development, as well as in interacting with different kinds of people in their environment. Previously, the term ‘disability’ were given negative and derogatory connotations labeling disables as “idiots, imbeciles, and feeble minded” (Lewis & Kellett, 2004, 191). Contemporary developments in child psychology and research paved the way for adopting the terms ‘children/younger people with spina bifida’ to indicate the need to focus on the person first rather than on the disability (Lewis & Kellett, 2004, 192). Likewise, the terms, ‘visual impairment’ as opposed to ‘blind’; ‘Deaf children’ when referring to hearing impaired children of deaf parents; and ‘deaf children’ when referring to hearing impaired children of parents who are not deaf (Lewis & Kellett, 2004, 192). Connors & Stalker (2007) presented interesting terminologies influencing the treatment and perception on disabled people. They cited the work of Thomas (1999) who explored the difference between ‘barriers to doing’ and ‘’barriers to being’ by defining that ‘barriers to doing’ means “physical, economic and material barriers, such as inaccessible buildings or transport, which restrict or prevent people from undertaking certain activities; the latter refers to hurtful, hostile or inappropriate behavior which has a negative effect on an individual’s sense of self, affecting what they feel they can be or become” (Connors & Stalker, 2007, 21). The differentiating factors clarify elements which affect and impact on children’s disabilities as they grow and interact with people. Not only would structures, financial constraints, or means of transportation deter them from doing certain activities normally undertaken by people without disabilities, negative behaviors such as name calling, stereotyping, and other physically inappropriate actions towards disabled children definitely impact their childhood experiences. 2. Environment The impact of environment on disabled children’s experiences were discussed by Davis & Watson (2001) who averred that schools, as the basic institution that provides the theoretical framework for the development of children, are guilty of stereotyping and giving labels on disabled children being different and distinct from other children. Accordingly, “as soon as we entered a school, all staff, head teachers, learning support teachers…would begin to label the children for us” (Davis & Watson, 2001, 672). The social model which clearly provides distinguishing characteristics and labels on disabled children are subjective views that have been dictated by norms of society. Labeling children with disabilities have been found to be existent in both ‘special’ and ‘mainstream’ schools ((Davis & Watson, 2001, 672). This social model of disability was corroborated by Lewis & Kellet (2004) who emphasized that society is the institution that is disabling, and not the child (199). The approach is differentiated with the medical model that sees the problem within the child. Thus, the social model clearly indicates that society imposes a label on the disabled child which affects and impacts the kind of behavior expected of him/her. 3. Methodologies Researchers in early childhood have acknowledged that there are issues that make children distinctly unique from adults and thereby, necessitate specific tools to solicit the responses required. There has been substantial evidence to support that power influences the design of methodologies in children’s researches – including those for disabled children. Adults have been established as imposing power over children and were perceived accordingly by children themselves. This fact influences the way research has been designed and administered to satisfy the aim of the adult researchers. The adults’ attitudes towards children affect the research design in terms of the researchers’ perceptions on children’s competencies and reliability to provide appropriate responses to structured research approaches, particularly in research involving disabled children. In this regard, it is not the children’s ineptness but the adult’s failure to acknowledge that children are indeed uniquely different from adults. Therefore, researches awareness of these critical factors should bear in mind that the design of research methods must be consistent and compatible with diverse factors such as age, kind of disability, environment, and research approach, among others. Lewis & Kellett (2004) introduced the emancipatory research as an approach indicating the increased participation of disabled young people (201). The relevance of this approach is designing the research methods with disabled researchers, whose perspectives share the respondents’ views. Unlike the observation method implemented by Takei (2001), the emancipatory approach includes disabled young people as active participant to the research. Gaining insights and inputs from their view and perspective give the study a new light on the validity of the research. In contrast, under the observation method, researchers could just look and take notes without interference or personal contact. This method was generally employed by Takei whose “major source of data was observations during monthly visits, each of which lasted about an hour” (Takei, 2001, 29) appropriate for infants. This method is highly inappropriate in other cases, especially on children with disabilities, where research methods must be designed to cater to their needs depending on the type and severity of their disabilities. According to Langston, Abbott, Lewis & Kellett, “successful research with young children has often involved the design of specialized methods” (155). Depending on the age and purpose of the research, specialized methods are designed and employed after closely evaluating the capabilities and competencies of children in various age groups and in various kinds of children’s disabilities. This finding was likewise validated by Lewis & Kellet who averred that “there are a number of controversies surrounding areas of validity and reliability in research involving children and young people with learning difficulties” (2004, 200). They challenged the interview approach with is obviously inappropriate for children with severe speech disabilities. They indicated that “a valid research design needs to be able to demonstrate that responses are not being misinterpreted, questions misunderstood, or responses fashioned to the researchers’ expectations” (ibid). This lead to the discovery of more contemporary research approaches actively seeking participation of disabled young people. 4. Support Mechanisms Davis & Watson (2001) revealed relevant support mechanisms such as language, content of instructional materials, resources, and attitudes of both adults and other children ultimately affect and impact of children’s experiences. They emphasized that “any improvements to the schooling of disabled children will also have important positive outcomes for all children” (Davis & Watson, 2001, 685). Findings on the commitment of teachers to build rapport, improve teaching processes and instructional materials, considering cultural diversity and the uniqueness of each and every disabled child create a positive impact on the development and growth of disabled children. The findings presented by Connors & Stalker highlighted the fact that despite all the negative experiences, children with disabilities “presented themselves as much the same as others, young people with fairly ordinary lives” (2007, 29). The reasons for these are that: (1) children felt they had to minimize or deny their difference; (2) children were found to be self-directing agents who are capable of managing day-to-day lives and experiences of disability in a matter of fact way; and (3) there appears to be a lack of language to discuss their differences. Recommendations A comparison of the four literatures on studies focusing on children’s disabilities provided one with increased awareness on disability factors that impact on their growth and development. Since various factors on disabilities were found to influence and impact disabled children’s experiences in childhood, researchers and professionals in this endeavor recommended the following: (1) a need for a two-way process in which disabled children have access to ideas and information about social models of disability, and social models of disability take account of their experiences and understanding (Connors & Stalker, 2007, 31); (2) personal and institutional cultural values must be addressed in different schools catering to disabled children (Davis & Watson, 2001, 684); (3) schools should address issues such as poor resources and training, unquestioning use of discourses of difference, and the privilege of teachers imposing their own personal beliefs, cultural orientations and hierarchical notions of ability – which lead to unreflexive adult practices (Davis & Watson, 2001, 684); and (4) new methods of research such as the emancipatory approach provide greater future prospective in addressing ethical and methological challenges in research with disabled children (Lewis & Kellett, 2004, 203) , among others. Conclusion The essay clearly addressed that diverse disability issues and perspective impact children’s experiences in childhood. Using various literatures on the subject, particularly the contributions of four relevant studies: “Where Are the Children’s Experiences?” by Davis & Watson (2001), “Children’s Experiences of Disability” by Connors & Stalker (2007), “How Do Deaf Infants Attain First Signs” by Takei (2001), and “Disability” by Lewis & Kellett (2004), assisted in clarifying issues on terminologies, environment, methodologies, and support mechanisms, among a host of other factors, that create a tremendous influence on disabled children’s experiences in their growth and development. Teachers, as directly relating to the disabled children’s experiences, play a very important role in recognizing the types of educational approaches being applied, initially and specifically, in their classrooms, and eventually, in the entire school as a whole. First and foremost, school administrators must have incorporated and integrated the issues of diversity in culture in their teaching curricula. This would ensure that disabled children are already made aware that teaching and learning programs are not biased and addresses their needs and cultural diversity. Modification of the curriculum is an important solution that involves collaboration from the school administrators and the teachers. The curriculum should recognize cultural diversity and appreciate differences in ethnic values. As part of a program change, Parks emphasized that “instructional methods (should) promote cooperation, interaction, and success for all students, regardless of background, language proficiency, social class, or learning style”. Teachers should devise innovative and creative ways to impart cultural diversity and the child’s uniqueness through their instructional methods to enhance learning for children with disabilities. Reference List Connors, C. & Stalker, K. (2007). “Children’s experiences of disability: pointers to a social model of childhood disability.” Disability and Society, Vol. 22, No. 1, pp. 19 – 33. Davis, J.M. & Watson, N. (2001). “Where Are the Children’s Experiences? Analyzing Social and Cultural Exclusion in ‘Special’ and ‘Mainstream’ Schools.” Disability and Society, Vol. 16, No. 5, pp. 671-687, Langston, A., Abbott, L., Lewis, V. & Kellett, M. (n.d.). Early Childhood. Lewis, V. & Kellett, M. (2004). “Disability”. Parks, S. (1999). “Reducing the Effects of Racism in Schools.” Understanding Race, Class and Culture. Volume 56 (7). Pages 14 – 18. [Online]. Available at: http://pdonline.ascd.org/pd_online/embracing/199904el_parks.html. [Accessed on 28 July 2010]. Takei, W. (2001). “How Do Deaf Infants Attain First Signs?” Thomas, C. (1999). Female forms: experiencing and understanding disability. Buckingham, UK, Open University Press. Read More