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• Summary: The first part of the article reviews existing findings about disabled children in the UK who are living away from home, and outlines the limitations of current knowledge. The second part highlights research findings about the general population of children who live away from their families, and explores their relevance for separated disabled children. Finally, there is a summary of key issues which merit further investigation, if the needs of this group of disabled children and their families are to be better served. • Findings: Disabled children in the UK have a significantly higher chance than their non-disabled peers of spending substantial proportions of their childhoods living apart from their families of origin. Despite this, information about them is limited and they have had only a shadowy presence on the research and policy agendas concerned with separated children. The article reviews existing research and also highlights key findings from research on the general population of children in the public care system. Its relevance for the more specific population of disabled children who live apart from their families is then explored. • Applications: The authors identify areas that warrant urgent consideration if the needs of disabled children and those close to them are to be better served.

This book explores how disabled people's right to life is understood in different national contexts and the ways in which they are - or are not - afforded protection under the law, emphasizing the social, cultural and historical forces and circumstances which have promoted disabled people's right to life or legitimated its violation

In the year 2000, the Human Rights Act 1998 came into force in the United Kingdom. This book reviews the implications of the Act for disabled people.

Focusing mainly on the United Kingdom, this article reviews a decade of national and international policy and legal changes in relation to disabled children and their families. It discusses attempts to transform the ways that disabled children are perceived and the rights accorded to them. The UN Convention on the Rights of Disabled Persons, specific UK policy initiatives and debates on universal and specialist provisions are outlined. Consideration is given to whether these initiatives have contributed to equality of opportunity for disabled children. The association between poverty, deprivation and child disability is identified as a major challenge for social policy.

Part 9: Field Trips ; International audience ; Government and NGO schools catering to children from low-income urban environments are increasingly introducing technology in the Indian classroom. However, one of the challenges is convincing low-literate parents the potential benefits of technology in education. In this study, we aim to uncover the concerns and expectations of low-income low-literate parents towards educational technology for their children, through semi-structured interviews. This is an extension of our ongoing work in designing sustainable educational technology models for low-literate urban populations.

Participatory Design (PD) – whose inclusive benefits are broadly recognised in design – can be very challenging, especially when involving children. The recent COVID-19 pandemic has given rise to further barriers to PD with such groups. One key barrier is the advent of social distancing and government-imposed social restrictions due to the additional risks posed for e.g. children and families vulnerable to COVID-19. This disrupts traditional in-person PD (which involves close socio-emotional and often physical collaboration between participants and researchers). However, alongside such barriers, we have identified opportunities for new and augmented approaches to PD across distributed geographies, backgrounds, ages and abilities. We examine Distributed Participatory Design (DPD) as a solution for overcoming these new barriers, during and after COVID-19. We offer new ways to think about DPD, and unpick some of its ambiguities. We do this through an examination of the results from an online Interaction Design and Children (IDC) 2020 workshop. The workshop included 24 researchers with experience in PD, in a range of forms, in the context of children. Initially designed to take place in-person and to include a design session with children in a school in London, the workshop was adjusted to an online format in response to the COVID-19 pandemic. Despite the adverse circumstances, we discovered that the unexpected change of the workshop style from in-person to online was an opportunity and an impetus for us to address the new PD challenges of the global pandemic. In this article we contribute seven themes which were revealed during our IDC workshop, providing guidance on important areas for consideration when planning and conducting PD in the context of a global pandemic. With a focus on the term 'distributed', we offer insights on how DPD can be applied and explored in these circumstances with child participants. We conclude with a number of lessons learned, highlighting the opportunities and challenges DPD offers to ...