Systemic knowledge at school entry: learning from disabled children and their families

Abstract

This article presents practical interpretation of an institutional ethnography, which examines the organization of young disabled children and their families. The article begins with an understanding that the experiences of young disabled children can teach us about the ways in which we organize around ability, and the power that is held by the institutions that claim to ‘support', ‘help' and ‘care for’ children. The authors present recommendations for educators that are grounded in research evidence as well as their own lived experience.