Discuss How the Involvement of Professionals Can Impact Negatively on a Disabled Child and Their Family.

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It is clear from the outset of Giangreco’s interview that the services open to physically impaired children can seem overwhelming and unusual; Kunc describes the rooms he was in to be peculiar with ‘strange equipment’. It is explained that he was given his rehabilitation whilst in school and therefore the juxtaposition of this room and his classroom must have been an alienating experience. Kunc also refers to the fact that he was brought out of lessons for his physio-therapy which further highlights the isolation of the physically impaired from abled bodied people. Similarly, Connors and Stalker (2007) found that more schools are now, as a bid to become ‘inclusive’, actually isolating the disabled child further by not addressing the fact that some of their pupils do have impairments of some description. Some schools would not allow researchers to contact families of disabled pupils in order for the pupil to not feel ‘singled out’. Other schools had gone so far as to not involving a disabled boy in a fire drill, much to his mother’s distress. The in-put into choices concerning physical and emotional development from the professionals who work with the impaired child is to be questioned greatly. Communication between individuals is generally poor. Ken Davis (1990) shows concern that the services disabled people access do not allow for their personal opinions, a concern which is echoed by Giangreco. When Kunc inquired about the reasons behind his physio-therapy, he explains how he was met by brusque rhetoric and therefore not allowed any positive contribution to his own health and wellbeing. This is perhaps due to the combination of both the medical and tragedy model of disability, where disability is viewed by the abled bodied as something to pity and be fixed (Hevery 1993). Kunc does in fact blame the involvement of the services as direct contributors for his

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