Abstract
The notion that some parents may be ‘in denial’ is a pervasive theme in dominant discourses on families of children with disabilities. In this analytic essay, I deconstruct cultural and institutional master narratives on parental denial and discuss their role in the marginalization of students with disabilities in schools. I argue that discourses on parental denial privilege the perspectives of those in positions of power and control, leave the practice of ability-based segregation in schools unexamined, and discredit agency among families. Additionally, drawing from existing narrative-based research, I explore alternative interpretations of parents’ responses to their children’s differences, situating these in the framework of critical disability studies.
Original language | English |
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Pages (from-to) | 1221-1233 |
Number of pages | 13 |
Journal | Disability and Society |
Volume | 29 |
Issue number | 8 |
DOIs | |
State | Published - 1 Jan 2014 |
Keywords
- critical disability studies
- families of children with disabilities
- inclusive education
- master narratives
- parents’ perspectives
- professional–family partnerships