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Wellbeing for children and young people with a disability in New Zealand: A conceptual framework. Counting Children In! Child Indicators: Research, Theory, Policy and Practice ISCI Conference 4-5 November, 2009 University of Western Sydney,Australia Maree Kirk Doctoral Candidate - PowerPoint PPT Presentation
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Wellbeing for children and young people with a disability in New Zealand:
A conceptual frameworkCounting Children In! Child Indicators: Research, Theory, Policy and Practice
ISCI Conference 4-5 November, 2009 University of Western Sydney,Australia
Maree Kirk
Doctoral CandidateDepartment of Societies and Cultures
University of WaikatoNew Zealand
Aim
Purpose of study (PhD ):• to explore a neglected area of child welfare in the New Zealand context:
• the meaning of wellbeing for children and young people with a disability
• the factors influencing their wellbeing in the school setting
Three Questions
– What does wellbeing mean for children and young people with a disability?
– What factors influence wellbeing for children and young people with a disability at school?
– Are New Zealand’s current policy frameworks relevant to the wellbeing of children and young people with a disability?
Methods
Study design - Grounded theory• A qualitative study, purposive sampling• 30 participants. 10 families, student with Down
Syndrome and their parent/s. Service providers, policy professionals (7).
• Face to face interviews: meaning of wellbeing and factors influencing it
• Focus student voice, school setting
Methods
Tools• Students use of cameras and photography as
photo record• Interview grids, show cards, photo record• Interview support material from the participantsData Analysis• Content analysis –conceptual framework • Wellbeing - dimensions and factors
Research background
Setting the scene:• Definitions and theories: wellbeing: ecological – key settings: solidarity
– social inclusion: human need
• Indicators of wellbeing
Policy relevance:
• Existing frameworks in New Zealand: emphasise holistic approach
• Agenda for Children and Whole Child Approach WCA (ecological)
• Disability Strategy, UN Rights Disabled Person
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Results: perceptions of wellbeing (dimensions and factors)
Dimensions
Building Capability
Identity
Friendships
Communication
Participation
Care and Support
Environments
Factors Meaningful work Skilled based activitiesSupported learning environment Goal of competency SafetySense of belonging Ability to learnDisabilityAll environments FacilitatedSocial communicationLanguage skills All environments School culture Sense of belongingPlanned Family/home PlannedRole of support Family / home Sense of belongingLocalAcceptance of diversity
Results: Interdependence of factors
• Key findings:
– the degree to which the interdependence of factors is recognised and facilitated by service providers and policy makers will:• promote or inhibit child‘s social experience
• have impact on participation and sense of happiness, identity, social inclusion
• ultimately inhibit / facilitate wellbeing• Example: communication, language skill, service provision
Conclusion and recommendationsIndicators wellbeing be inclusive of specific population, children with a disability
• Disability survey, governments departments and raw data fully utilised • Data collection
Service provision • Data collection = data availability• Social service provision be linked to population figures Informed Budget development
Policy makers • Policy Development Disability Tool Kit utilised in policy development for
children• Specific variables identified to plan and implement social policy & service
provision • Identify and address gaps data for specific child populations
Conclusion and recommendationsParents
• improving the links across key settings • support family skill development
Service provision • address professional development • school - wide inclusive philosophy social skill development• experienced service providers ongoing support and training
Policy makers • identify and address service provision gaps • expand current criteria and eligibility of children
• Conceptual framework as a policy and service development tool
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Acknowledgements
• Thank you to all the Students for sharing their ideas and their time and efforts
• Thank you to the adults interviewed• Supervisors University of Waikato• BRCSS Award• BOPDSA Inc.
• Contact: mareekirktga@gmail.com
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