Wellbeing for children and young people with a disability in New Zealand: A conceptual framework Counting Children In! Child Indicators: Research, Theory, Policy and Practice ISCI Conference 4-5 November, 2009 University of Western Sydney,Australia Maree Kirk Doctoral Candidate Department of Societies and Cultures University of Waikato New 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 participants Data 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

7 Results : perceptions of wellbeing (dimensions and factors) Dimensions Building Capability Identity Friendships Communication Participation Care and Support Environments Factors Meaningful work Skilled based activities Supported learning environment Goal of competency Safety Sense of belonging Ability to learn Disability All environments Facilitated Social communication Language skills All environments School culture Sense of belonging Planned Family/home Planned Role of support Family / home Sense of belonging Local Acceptance 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 recommendations Indicators 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 recommendations Parents 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

11 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: