Home and away: the changing impact of educational policies on disabled children's experiences of family and friendship

Abstract

In the past 60 years there have been considerable developments in the policy and politics of schooling for disabled children, including a shift of rhetorical emphasis from more segregated to more inclusive approaches. Previous research with disabled children in England has raised questions about the educational and social impact of segregated educational provision, and about the role of special schools in an inclusive society. Specific concerns have also been raised about the social implications of policies and institutions that require some disabled children to live away from their families. Yet analysis of disabled people's own accounts of special schooling has focused primarily on the educational experience rather than on the implications for family life and friendships. This paper combines critical policy analysis with examples of qualitative life history data to examine how segregated educational provision has affected disabled children's family lives and relationships in England since the 1940s. In this way, it also demonstrates the potential for connecting public and private accounts of disability by linking macro and micro levels of analysis over time.