Disability,Stigma and Otherness: Perspectives of Parents and Teachers

This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers’ beliefs were generally consistent with medical model perspectives on disability as biologically defined. Parents’ interpretations, more aligned with a sociocultural paradigm, were situated in the cultural meanings ascribed to disability and linked with issues of stigma, marginalisation and access. The findings also revealed the existence of master narratives on families of children with disabilities, entrenched in assumptions of pathological functioning and negative outcomes among these families. Implications for professional–family partnerships in the education of students with disabilities are discussed.     

Teacher perspectives on partnerships on families of children with autism

The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open-ended questionnaires to examine teachers' first-hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre-service teacher education programs and family workshops.     

‘Building brighter futures for all our children’– a new focus on families as partners and change agents in the care and development of children with disabilities or special educational needs

This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007 ) and Aiming High ( HM Treasury/DfES, 2007 ), and the strong emphasis on earlier intervention and a range of new services to facilitate better partnership with parents (including those from socially disadvantaged backgrounds). Note: In using the term ‘disabled children’, the author is using the broad definition of disability within the Disability Discrimination Acts (DDA) 1995 and 2005. The DDA definition includes the majority of children with identified and significant levels of SEN.     

Immigrant girls as caregivers to younger siblings: a transnational feminist analysis

This article employs a transnational feminist lens to examine the experiences of racialised immigrant girls who provide care for their younger siblings. The article draws on findings from a participatory action research study in Victoria, British Columbia, Canada to examine the role that immigrant girls’ caregiving practices play in transnational families’ social, economic, and cultural survival. It argues that greater attention should be given to the diverse and complex contexts, consequences, costs, and contributions of immigrant girls’ caregiving labour.     

传统民间组织对村庄治理的启示

传统民间组织与当今农村社会在政治、经济、文化等方面所具有的相似性,决定了传统民间组织内部治理模式对于当今村庄治理具有重要的启迪和借鉴意义。家族宗族和乡约是古代最重要的两类乡村民间组织,主要通过族长、家法族规和乡约规则进行治理。而善堂善会、会馆和行会等则着重通过财务公开提高组织的公信力,从而增强其生命力。传统民间组织内部治理模式启示我们要加强农村民间组织建设,完善村民委员会治理结构,并形成监督制约机制。     

不同补贴方式对中国农村低收入家庭食物安全改善效果比较

2020年后,缓解相对贫困的长效机制将从以往的“扶贫”战略向“防贫”战略转变,亟需构建新型社会救助制度,改善农村低收入家庭的食物安全,推动长效减贫。本文基于2012—2018年中国农业科学院全国农村微观经济数据,估计了农村低收入家庭的卡路里、宏量营养素和4种关键微量营养素的收入弹性,利用所得弹性估值模拟了实现不同营养目标所需的现金转移支付金额,利用食物与营养的转换关系模拟了实现不同营养目标所需的实物转移支付金额。研究结果表明：①大部分营养素的收入弹性偏小。②实物转移支付比现金转移支付能够更为有效地改善农村低收入家庭的食物与营养安全。③补贴成本相同的条件下,主副食相结合的实物转移支付方式相较于其他形式的实物转移支付,可更加均衡地改善低收入人群的营养状况。进入后扶贫时代,我国可以考虑建立当前许多国家（如美国、印度、埃及等）实施的实物转移支付制度,有针对性地保障低收入家庭的食物和营养安全,改善低收入人群的营养均衡状况。