Understanding Disabled Childhoods: What Can We Learn From Population‐Based Studies?

This article illustrates the potential value of undertaking secondary analyses of large-scale population-based survey data to better inform our understanding of disabled childhoods. It is argued that while such approaches can never address the lived experience of growing up with disability, they can provide valuable insights into the ways in which the social and environmental contexts of disabled childhoods can compound (or redress) the disadvantage and inequality faced by disabled children.

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