Re‐Imagining Inclusion Through the Lens of Disabled Childhoods

• Balter, Alice-Simone ^[1] ; Feltham, Laura E. ^[3] ; Parekh, Gillian ^[4] ; Douglas, Patty ^[2] ; Underwood, Kathryn ^[3] ; van Rhijn, Tricia ^[1]
  1. [1] University of Guelph

     University of Guelph

     Canadá

     
  2. [2] Brandon University

     Brandon University

     Canadá

     
  3. [3] School of Early Childhood Studies, Toronto Metropolitan University, Canada
  4. [4] Faculty of Education, York University, Canada

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• Localización: Social Inclusion, ISSN-e 2183-2803, Vol. 11, Nº. 1, 1, 2023 (Ejemplar dedicado a: Disability and Social Inclusion: Lessons From the Pandemic), págs. 48-59
• Idioma: inglés
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  • The purpose of this article is to contribute new insights to critical disability and disabled children’s childhood studies that center on the valuing of disabled children’s lives—a guiding purpose in the disability justice movement. We use published findings from the Inclusive Early Childhood Service System project, a longitudinal, institutional ethnography of the ways that families and children are organized around categories of disability, which show social inclusions and exclusions before and during the pandemic. These findings illuminate: (a) institutional flexibility for the purpose of social inclusion and isolation during the pandemic as a result of institutional organization; (b) the impact of institutional decisions around closures, remote programs, and support on families’ choices and self‐determination; and (3) the ways safety is differently applied and rationalized for disabled children allowing institutions to exclude disabled children and families. We use critical disability studies and disabled children’s childhood studies to interpret these findings and position the valuing of disabled children’s lives with a call for disability justice actions.