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