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dc.contributor.authorKirk, Maree Louiseen_NZ
dc.date.accessioned2006-05-29T12:23:24Z
dc.date.available2007-01-18T15:17:17Z
dc.date.issued2006en_NZ
dc.identifier.citationKirk, M. L. (2006). Wellbeing for children with a disability in New Zealand: A search for meaning by Maree Kirk (Thesis, Master of Social Sciences (MSocSc)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2416en
dc.identifier.urihttps://hdl.handle.net/10289/2416
dc.description.abstractThis thesis explores the meaning of wellbeing for children with a disability in New Zealand, an area of social policy that has been largely unexamined. Focusing on the school environment, three questions are addressed: What does wellbeing mean for children with a disability? What factors influence it? Are current policy frameworks which address child wellbeing relevant to the wellbeing of children with a disability? The research involved qualitative data collection from nine purposively selected participants: children with a disability, their parents and key informants involved in service provision and policy development. A critical review of international and national literature on definitions of wellbeing and disability, and on existing data sources, is followed by a socio-demographic profile of children with a disability in New Zealand. Qualitative findings are interpreted in relation to current New Zealand social policy initiatives and frameworks - New Zealand's Agenda for Children, the Whole Child Approach and the Key Settings Model - as well as the theoretical perspectives of social solidarity, wellbeing, the ecological theory of human development and discourses of disability. Findings indicate that the concept of wellbeing as applied to all New Zealand children is also relevant to children with a disability. The difference however, lies in the factors which ultimately influence whether the various dimensions of wellbeing will actually be experienced by children with a disability. For these children, communication as a dimension of wellbeing for example, is influenced by language skill acquisition, which in turn depends upon allocation of appropriate and adequate resourcing of the child's learning environment. The conclusion drawn is that policy frameworks, principles and social indicators addressing child wellbeing, are inconsistently applied with regard to children with a disability. New Zealand's Agenda for Children which promotes an ecological approach to child wellbeing would benefit from further adaptation to reflect the needs of this specific child population. The notion of wellbeing for children with a disability needs further development for the purpose of knowledge building, and to ensure clearer articulation between processes of policy development, service provision, and resource allocation.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe University of Waikatoen_NZ
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectchildren with disabilityen_NZ
dc.subjectwellbeingen_NZ
dc.subjectsocial inclusionen_NZ
dc.subjectchild disability dataen_NZ
dc.subjectchild wellbeing NZen_NZ
dc.subjectDown Syndromeen_NZ
dc.subjectparticipationen_NZ
dc.subjectchild capabilityen_NZ
dc.titleWellbeing for children with a disability in New Zealand: A search for meaning by Maree Kirken_NZ
dc.typeThesisen_NZ
thesis.degree.disciplineDepartment of Societies and Culturesen_NZ
thesis.degree.grantorUniversity of Waikatoen_NZ
thesis.degree.levelMasters
thesis.degree.nameMaster of Social Sciences (MSocSc)en_NZ
uow.date.accession2006-05-29T12:23:24Zen_NZ
uow.date.available2007-01-18T15:17:17Zen_NZ
uow.identifier.adthttp://adt.waikato.ac.nz/public/adt-uow20060529.122324en_NZ
uow.date.migrated2009-06-09T23:33:46Zen_NZ
pubs.place-of-publicationHamilton, New Zealanden_NZ


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