Nind, Melanie; Flewitt, Rosie and Payler, Jane
(2010).
| URL: | http://onlinelibrary.wiley.com/doi/10.1111/j.1099-... |
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| DOI (Digital Object Identifier) Link: | http://dx.doi.org/doi:10.1111/j.1099-0860.2009.00281.x |
| Google Scholar: | Look up in Google Scholar |
Abstract
The paper tells of the social constructs surrounding young children with learning difficulties in their home, ‘special’ early education setting and ‘inclusive’ or mainstream early education setting in England. The exploratory study focused on how three- to four-year-old children made sense of their environments and how their identities were constructed by different parties in the different contexts. Ethnographic case studies were conducted using semi-structured and informal interviews with parents and practitioners, documentary analysis, fieldnotes, and live and video observations. Shared constructions across the contexts for each child were common, with constructions of them being happy and making progress pervasive across the children and settings. Differences in constructions across settings indicated that qualities could shine or negative constructions be tempered, thus showing the role of the environment and the culture of inclusion in socially constructing children with special needs.
| Item Type: | Journal Article |
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| Copyright Holders: | 2009 The Author(s), 2009 National Children’s Bureau, 2009 Blackwell Publishing Limited |
| ISSN: | 1099-0860 |
| Funders: | Rix, Thomson, Rothenburg Foundation |
| Keywords: | childhood; early years; education; special needs |
| Academic Unit/Department: | Education and Language Studies > Education Education and Language Studies > Centre for Language and Communication |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 25049 |
| Depositing User: | Julie May |
| Date Deposited: | 02 Dec 2010 13:46 |
| Last Modified: | 15 Apr 2013 07:15 |
| URI: | http://oro.open.ac.uk/id/eprint/25049 |
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