Gill Rutherford

Understanding the affective impact of schooling upon disabled students' identities and sense of worth is the focus of this chapter. Students' perspectives are drawn from a range of recent international literature and interpreted within a framework that draws from theoretical concepts of disability and justice. Possible ways of addressing the inequities experienced by many disabled students are then outlined within the context of teacher education, in recognition of its role in developing future teachers. Troubling student teachers' (and teacher educators') assumptions and interpretations of disability is imperative to right the wrongs that damage too many students' lives.

This chapter discusses the need to respect and listen to the views of disabled children in general, and in relation to tourism specifically. It starts by defining the concept of voice and summarizes the broader debates and arguments regarding children's voice. The chapter then continues to cover how some children's voices, referred to as 'conventional voices', are privileged over others (such as disabled children). The subsequent section reflects on two strands of tourism research related to disability and children and highlights disabled children's invisibility and omission of their perspectives in tourism research. The chapter then provides a brief discussion of the challenges of researching with disabled children and outlines some ethical and practical considerations. Overall, this chapter serves as a springboard for further inquiry concerning disabled children's inclusion in tourism research.