Dr Kirsten Stalker is a Reader in the Education Faculty at Strathclyde University. She has published widely in the field of social work.

• 1. Theoretical Perspectives on Research with Disabled Children, Tom Shakespeare, University of Leeds and Nick Watson, University of Edinburgh. 2. An Historical Perspective, Maureen Oswin, retired Research Officer. 3. Early Intervention: the Eternal Triangle? Issues Relating to Parents, Professionals and Children, Caroline Jones, University of Warwick. 4. The Pre-School Years, Janet Read, University of London and June Statham, University of London. 5. Children's Experiences of School, Linda Shaw, Centre for Studies on Inclusive Education. 6. Parents and Family: Disabled Women's Stories about their Childhood Experiences, Carol Thomas, University of Lancaster. 7. Leisure and Friendship, Judith Cavet, Staffordshire University. 8. Quality of Life for Children and Young People with Serious Medical Conditions, Alison Closs, Moray House Institute of Education, Edinburgh. 9. Disabled Children and Child Protection, Helen Westcott, The Open University, Milton Keynes. 10. Group Advocacy in a Residential Setting, Chailey Young People's Group with Sue Virgo, St Gabriel's family centre, Brighton. 11. Disabled Children in Permanent Substitute Families, Rena Phillips, University of Stirling. 12. Young People's Aspirations, The Leighton Project with Simon Grant and Daisy Cole, facilitators, London. 13. The Dynamics of Transition to Adulthood, Sheila Riddell, Glasgow University.

This book is essentially written for social workers form a sociological perspective. It is openly critical of the medical model and of psychological models of childhood, arguing that these pathologies individuals and deny the experience of the child with disability as belonging to a social group, whose experiences are structured by wider policies and practices. Therefore, at times, it makes for uncomfortable, but challenging reading. The book is extremely child-centred: the experiences of disabled children are central and the text is brought to life by the many personal accounts of living with a disability.

Dr Kirsten Stalker is a Reader in the Education Faculty at Strathclyde University. She has published widely in the field of social work.

• 1. Theoretical Perspectives on Research with Disabled Children, Tom Shakespeare, University of Leeds and Nick Watson, University of Edinburgh. 2. An Historical Perspective, Maureen Oswin, retired Research Officer. 3. Early Intervention: the Eternal Triangle? Issues Relating to Parents, Professionals and Children, Caroline Jones, University of Warwick. 4. The Pre-School Years, Janet Read, University of London and June Statham, University of London. 5. Children's Experiences of School, Linda Shaw, Centre for Studies on Inclusive Education. 6. Parents and Family: Disabled Women's Stories about their Childhood Experiences, Carol Thomas, University of Lancaster. 7. Leisure and Friendship, Judith Cavet, Staffordshire University. 8. Quality of Life for Children and Young People with Serious Medical Conditions, Alison Closs, Moray House Institute of Education, Edinburgh. 9. Disabled Children and Child Protection, Helen Westcott, The Open University, Milton Keynes. 10. Group Advocacy in a Residential Setting, Chailey Young People's Group with Sue Virgo, St Gabriel's family centre, Brighton. 11. Disabled Children in Permanent Substitute Families, Rena Phillips, University of Stirling. 12. Young People's Aspirations, The Leighton Project with Simon Grant and Daisy Cole, facilitators, London. 13. The Dynamics of Transition to Adulthood, Sheila Riddell, Glasgow University.

This book is essentially written for social workers form a sociological perspective. It is openly critical of the medical model and of psychological models of childhood, arguing that these pathologies individuals and deny the experience of the child with disability as belonging to a social group, whose experiences are structured by wider policies and practices. Therefore, at times, it makes for uncomfortable, but challenging reading. The book is extremely child-centred: the experiences of disabled children are central and the text is brought to life by the many personal accounts of living with a disability.

Dr Kirsten Stalker is a Reader in the Education Faculty at Strathclyde University. She has published widely in the field of social work.

• 1. Theoretical Perspectives on Research with Disabled Children, Tom Shakespeare, University of Leeds and Nick Watson, University of Edinburgh. 2. An Historical Perspective, Maureen Oswin, retired Research Officer. 3. Early Intervention: the Eternal Triangle? Issues Relating to Parents, Professionals and Children, Caroline Jones, University of Warwick. 4. The Pre-School Years, Janet Read, University of London and June Statham, University of London. 5. Children's Experiences of School, Linda Shaw, Centre for Studies on Inclusive Education. 6. Parents and Family: Disabled Women's Stories about their Childhood Experiences, Carol Thomas, University of Lancaster. 7. Leisure and Friendship, Judith Cavet, Staffordshire University. 8. Quality of Life for Children and Young People with Serious Medical Conditions, Alison Closs, Moray House Institute of Education, Edinburgh. 9. Disabled Children and Child Protection, Helen Westcott, The Open University, Milton Keynes. 10. Group Advocacy in a Residential Setting, Chailey Young People's Group with Sue Virgo, St Gabriel's family centre, Brighton. 11. Disabled Children in Permanent Substitute Families, Rena Phillips, University of Stirling. 12. Young People's Aspirations, The Leighton Project with Simon Grant and Daisy Cole, facilitators, London. 13. The Dynamics of Transition to Adulthood, Sheila Riddell, Glasgow University.

This book is essentially written for social workers form a sociological perspective. It is openly critical of the medical model and of psychological models of childhood, arguing that these pathologies individuals and deny the experience of the child with disability as belonging to a social group, whose experiences are structured by wider policies and practices. Therefore, at times, it makes for uncomfortable, but challenging reading. The book is extremely child-centred: the experiences of disabled children are central and the text is brought to life by the many personal accounts of living with a disability.