Demonstrate the following knowledge and understanding of the contribution socially constructed notions of “childhood development” and “life-course progression” make to the conceptualisation of disabled children.
Contribution socially constructed notions of “childhood development”
1. Demonstrate the following knowledge and understanding of the contribution socially constructed notions of “childhood development” and “life-course progression” make to the conceptualisation of disabled children.
2. Demonstrate the following skills and abilities: Analysis of the impact of dominant models and impairment on the conceptualisation and treatment of disabled children.
(b) In a group of 4-5 members you will develop a PowerPoint Presentation using a case study to analyse the way concepts of childhood, family, disability and impairment impact upon the way disabled children are treated and conceptualised. Each student’s contribution will be individually graded as such each student’s work should be clearly identified within the group presentation.
You are to submit the PowerPoint presentation to grade centre and you also have to submit detailed notes with the PowerPoint slides. These notes must reflect what you would have spoken had you been standing in front of an audience. The notes should be structured according to your slides i.e., each note of each slide should reflect what you would say in the oral presentation if you were presenting each slide.
The notes should be presented in the notes section of the Power-Point. Please see the unit’ breo ‘Assessment& Feedback’ shell for a video on how to add notes on PowerPoint. If you are unable to add notes in the notes section of a PowerPoint, you can put a ‘notes slide’ after each presentation slide. For example, slide 1 presentation slide, slide 2 notes narrating what you would have said about slide 1 presentation slide, slide 3 presentation slide, slide 4 notes speaking to slide 3 and so on.
You will all need to identify who prepared each slide and who is saying what, so on the notes section of each slide you will need to put the person’s name then the comment that would be made by that person. If it is different people speaking on a slide, then put the names and state what they would be saying. For example, Person A’s Name…… (Notes of what they would have been saying about the slide if they were orally presenting it); Person B’s name….…… (Notes of what they would have been saying about the slide if they were orally presenting it).
(c) What do I need to do to pass? (Threshold Expectations from UIF)
In order to pass the assignment, you will need to:
Firstly, select, research and analyse a specific case study scenario relating to disabled children and young people.
Secondly, Discuss the ways in which current service provision serves to challenge or reinforce dominant constructions of children/young people and their families.
Thirdly, Assess the role of the state and positioning of the family in relation to disabled children/young people.
(d)Some pointers to address the above:
– Analyse issues of disadvantage and oppression and how these impact the lives of disabled children and young people, for example consider how discrimination features in your case study – does the child/young person or family experience discrimination- directly or indirectly?
– Further, consider how disability deviates from socially constructed notions of “childhood” and “life-course progression” and the general outcomes of disabled children/young people in relation to your chosen case study.
– Summarise the key concepts associated with at least 2 models of disability (e.g., social model etc.) and use these theories to identify and explain the causes of the disadvantage and oppression of disabled people.
– Consider how children/young people and their families are supported by relevant policies and service provision- how do these (policies & services) challenge or/and reinforce the dominant constructions of disabled children/young people and their families? Might disable d children/young people and their families be better support ed? How?
– Use empirical and non-empirical research, evaluative research and books relating to your case study to support your arguments. Also use policies and legislations- examples might be “reasonable adjustment” in the Equality Act 2010; Person Centred Planning; A Child in Need in section 17 in the Children’s Act 1989; The Carers and Disabled Children Act 2000; Children and Families Act 2014; Special Educational Needs and Disability 2013; Aiming Higher 2007; Safeguarding Disabled Children 2009; advocacy etc. Only discuss the interventions/policies/service provision and research relevant for your case study.
(e)Each Lecture session will address aspects of the themes covered in the “What do I need to do to pass?” and “How do I produce high quality work that merits a good grade?” sections of this assignment brief. For example, concepts of childhood, family, disability and impairment, models of disability, relevant policies and services and many more. During the seminars these topics will be elaborated in the context of the pointers relating to how to pass the assignment with good grade (please attend both the lectures and seminars so that you do not miss out on the elaboration of the pointers in relation to topics covered).