Overview

This tells of twenty-four couples negotiating the emotional and practical journey of parenting their learning 'disabled' child. The author, a researcher, sociologist and mother of a learning disabled daughter, questions the weak inclusive education discourse and unpacks parents' narratives in relation to denial, disappointment and social exclusion.

Full Product Details

9781349285044

Table of Contents

Reviews

'...I would highly recommend the book as offering a well-written, compelling and muich needed insight into the experience of parenting learning impaired children' - Val Gillies, Sociology 'This is a refreshing book worthy of being read widely by teachers and other professionals working with children, administrators and policy-makers. It has a place in continuing professional development courses in local authorities and in universities.' - Brahm Norwich, European Journal of Special Needs Education '[This] is an exceptional sociological work...the book can be recommended as an obligatory text for professionals working with impaired persons and their families as well a for social sciences students.' - Agnieszka Golczynska-Grondas, Qualitative Sociology Review 'This is a thought-provoking book which I recommend to the academic community, health and education practitioners and policy makers and last, but not least, to parents.' - Dawn Male, The Sociological Review

'...I would highly recommend the book as offering a well-written, compelling and muich needed insight into the experience of parenting learning impaired children' - Val Gillies, Sociology 'This is a refreshing book worthy of being read widely by teachers and other professionals working with children, administrators and policy-makers. It has a place in continuing professional development courses in local authorities and in universities.' - Brahm Norwich, European Journal of Special Needs Education '[This] is an exceptional sociological work...the book can be recommended as an obligatory text for professionals working with impaired persons and their families as well a for social sciences students.' - Agnieszka Golczynska-Grondas, Qualitative Sociology Review 'This is a thought-provoking book which I recommend to the academic community, health and education practitioners and policy makers and last, but not least, to parents.' - Dawn Male, The Sociological Review

'...I would highly recommend the book as offering a well-written, compelling and muich needed insight into the experience of parenting learning impaired children' - Val Gillies, Sociology 'This is a refreshing book worthy of being read widely by teachers and other professionals working with children, administrators and policy-makers. It has a place in continuing professional development courses in local authorities and in universities.' - Brahm Norwich, European Journal of Special Needs Education '[This] is an exceptional sociological work...the book can be recommended as an obligatory text for professionals working with impaired persons and their families as well a for social sciences students.' - Agnieszka Golczynska-Grondas, Qualitative Sociology Review 'This is a thought-provoking book which I recommend to the academic community, health and education practitioners and policy makers and last, but not least, to parents.' - Dawn Male, The Sociological Review

Author Information

CHRISSIE ROGERS is Reader in Education at Anglia Ruskin University, UK. Her main research interests are related to learning disability, SEN, 'inclusive' education, mothering, intimacy, feminist and disability theory and qualitative research methods. She has held lectureships at Keele University and Brunel University, UK. Chrissie has published in Auto/Biography, British Journal of Sociology of Education, British Journal of Special Education, Disability and Society and Sexualities as well as practitioner magazines and papers.

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