On Holiday! Policy and provision for disabled children and their families

This summary describes some findings from the On Holiday! study, carried out by the Thomas Coram Research Unit between 2004 and 2006 and funded by DfES. The study investigated the experiences of disabled children and their families outside school time and especially during the school holidays. The study took an approach informed by a social model of disability, one which emphasises the social construction of disability, rather than impairment

The school lives of children and young people with a spinal cord injury

This research study was carried out by the Thomas Coram Research Unit, Institute of Education, University of London, between January and July 2008.The study was funded by The Back-Up Trust, an organisation working with spinally injured adults and children, as part of their Schools Project. The main purpose of the study was to explore the experiences of children and young people with a SCI in mainstream school. This was to inform The Back-Up Trust’s Schools Project, which has the aim of improving the quality of school provision for children with a spinal cord injury. The study asked young people, parents and carers about their positive and negative experiences. It also aimed to investigate schools’ experiences of working with young people with a SCI and the challenges and factors that help them work effectively with children with a SCI

'Mingling together': promoting the social inclusion of disabled children and young people during the school holidays

The promotion of social inclusion of disabled children and their families is currently high on the UK political agenda. Research shows that disabled children and their families are highly disadvantaged, both economically and socially. This paper reports some of the findings of a qualitative study, entitled On Holiday!, which involved analysing the views of 297 people across six local authority research sites in England including 86 disabled children and young people. The study showed that many disabled children and their families experienced high levels of social isolation and exclusion during out-of-school periods and during the school holidays in particular. The paper recounts some of the experiences of disabled young people and their families and ways in which local authorities can promote their social inclusion. We argue that disabled young people and their families can only be truly socially included and empowered when all levels of the local authority (managers, officers and elected members) recognize the rights and entitlements of disabled children and have the political will and commitment to implement them. © 2009 Blackwell Publishing Ltd

Gianfranco Lusini: Ascensione di Isaia, Concordanza della versione etiopica

Review  

Critical Thinking, Citizenship, and Vocational Training:Creating a Space for Bildung

In this chapter Anouk Zuurmond explores the notion of Bildung. The chapter starts with a review of social literature on Bildung and an analysis of fundamental Dutch policy documents. It then describes a subsidised research project run by a consortium of two research-oriented universities, two secondary vocational education (mbo) institutions, and the HU University of Applied Sciences Utrecht, which attempts to move away of the aforementioned perspective

Tedros Abraha: La lettera ai Romani, Testo e commentari della versione Etiopica

Review