Youth: Responding to Lives: An International Reader -- TABLE OF CONTENTS -- CONTRIBUTORS -- INTRODUCTION: Scope and Background -- LAYOUT OF THE BOOK -- Chapter 1: Re-vitalising the youth subculture concept: Albert Bell -- Chapter 2: Serv(ic)ing the Country? Critical reflections on youth development and citizenship education from India: Arun Kumar -- Chapter 3: Youth activism: Social movements in the making or in the taking?: Andrew Azzopardi -- Chapter 4: Spatio-temporal concepts and the socio-physical realities impinging on the rehabilitation of incarcerated youth: Janice Formosa Pace & Saviour Formosa -- Chapter 5: Playing grown-up: Using critical disability perspectives to rethink youth: Jenny Slater -- Chapter 6: Schools promoting community involvement for inclusion: The impact of learning for future generations: Suzanne Gatt and Laura Sue Armeni -- Chapter 7: Inclusion is …: Musing and conversations about the meaning of inclusion: Margo Allison Shuttleworth -- Chapter 8: Acceptance or acceptability: Youth inclusion in today's schools: Valerie L. Karr & Stephen Meyers -- Chapter 9: Constructing a modern disability identity: Dilemmas of inclusive schooling in Zambia: Matthew J. Schuelka -- Chapter 10: The power of imagination in the lives of young people with significant disabilities: Janet Story Sauer -- Chapter 11: The world according to Sofie: Endless search for participation: Elisabeth De Schauwer, Hanne Vandenbussche, Sofie De Schryver & Geert Van Hove -- Chapter 12: WARNING: Labels may cause serious side effects: Nancy La Monica & Vera Chouinard -- Chapter 13: Youth LEAD: Reflections on a leadership program for youth with developmental disabilities: Alexis N. Petri, Ronda J. Jenson, Arden D. Day & Carl F. Calkins -- Chapter 14: How thinking against the grain teaches you to love what school hates: Naomi Folb.

Chapter 15: How can I lose my shyness …? The exploration of self-knowledge through peer mediated articulations: Joanne Cassar -- Chapter 16: Developmental denial: How the attitudes of parents and professionals shape sexuality education for youth with intellectual disabilities: Trina Balanoff & Matthew Wappett -- Chapter 17: Conceptualizing students with significant intellectual disabilities: Analyzing the textbook discourse: Karen D. Schwartz -- 1. RE-VITALISING THE YOUTH SUBCULTURE CONCEPT -- INTRODUCTION -- 'YOUTH SUBCULTURE': FROM DELINQUENCY TO SEMIOTIC TERRORISM -- PUNKS, MODS, BRICOLEURS AND THE COMMODIFICATION OF SUBCULTURES -- THE RISE OF THE 'NEO-TRIBE' AND THE POSTMODERN ALTERNATIVE TO 'SUBCULTURE' -- COMMODITY SUBCULTURES AND THE FUTURE OF SUBCULTURE THEORY -- REFERENCES -- 2. SERV(IC)ING THE COUNTRY?: Critical Reflections on Youth Development and Citizenship Education from India -- NEOLIBERALISM: RECASTING YOUTH CITIZENSHIP -- MAPPING THE FIELD -- READING (FROM) THE FIELD -- Conceptions of Youth Citizenship: Between Deficiency and Responsibility -- Engaging Youth: Developing Skilled, Disciplined Workers and Volunteers -- Caught between Donors' Priorities and Material Aspirations from Below -- BEYOND SERV(IC)ING THE COUNTRY? -- ACKNOWLEDGEMENTS -- NOTES -- REFERENCES -- 3. YOUTH ACTIVISM: Social Movements in the Making or in the Taking? -- INTRODUCTION -- DEFINING YOUTH IN ACTIVISM -- CONSTANTLY ENGAGED: BONDS OF COMMUNITY -- YOUTH PARTICIPATION AND ENGAGEMENT: DIRECT ACTION -- UNDERSTANDING THE COMMUNAL CONTEXT -- REFERENCES -- WEBLINKS -- 4. SPATIO-TEMPORAL CONCEPTS AND THE SOCIOPHYSICAL REALITIES IMPINGING ON THE REHABILITATION OF INCARCERATED YOUTH -- INTRODUCTION -- HISTORICAL DEVELOPMENT OF THE THEORY -- From the Chicago School to Revival Research -- PHYSICAL AND SOCIAL ISSUES -- VARIABLES FOR ANALYSIS -- THE MALTESE CONTEXT.

RESULTS -- Who Is the Maltese Offender? -- The Age Parameter -- The Educational Parameter: Literacy -- The Status Parameter: Marital and Children -- The Employment Parameter -- The Recidivism Parameter -- What Are the Social Parameters That Affect Offenders? -- Offender Density and Population Density -- Offenders and Poverty -- CONCLUSION -- REFERENCES -- 5. PLAYING GROWN-UP: Using Critical Disability Perspectives to Rethink Youth -- INTRODUCTION -- "Shit, This Is Proper Grown-up Stuff" -- Signposting -- (The Tyranny of) Developmentalism -- Defining Youth in the UK -- Hitting the Benchmarks of Adulthood -- Conceptualising Youth -- YOUTH AS ACTIVE, YOUTH FOR SALE, YOUTH AS PASSIVE -- Youth as Active -- Youth for Sale -- Youth as Passive -- CONCLUSION -- REFERENCES -- 6. SCHOOLS PROMOTING COMMUNITY INVOLVEMENT FOR INCLUSION: The Impact on Learning for Future Generations -- INTRODUCTION -- THEORETICAL BACKGROUND -- AIMS OF RESEARCH -- METHODOLOGY -- RESULTS -- Family and Community Education -- Participation of the Community in Decision-Making Processes in Schools -- Participation in the Development of the Curriculum and in Evaluation -- Participation in Classrooms and Learning Spaces -- DISCUSSION -- CONCLUSION -- REFERENCES -- 7. INCLUSION IS …: MUSING AND CONVERSATIONS ABOUT THE MEANING OF INCLUSION -- INTRODUCTION -- What Does Inclusion Include? Brief Narratives and Musings -- Diversity Inherently Exists within the Classroom and the Language of Inclusion Must Complement the Celebration of This Diversity -- The Collaboration That Must Exist between Special Schools and Mainstream Environment -- The Universal Design for Learning (UDL) and Universal Instructional Design and Their Role in the Inclusion of Diversity -- Concluding Thoughts -- REFERENCES -- 8. ACCEPTANCE OR ACCEPTABILITY: Youth Inclusion in Today's Schools -- INTRODUCTION.

The National Youth Inclusion Summit -- THE STUDY -- Youth Perspectives towards Inclusion -- Paths for Inclusion -- DISABILITY, RIGHTS, AND MUTUAL ADVANTAGE -- STIGMA AND SOCIAL COMBAT -- ACHIEVING ACCEPTANCE BY BEING SEEN AS "NORMAL" -- CONCLUSION -- REFERENCES -- 9. CONSTRUCTING A MODERN DISABILITY IDENTITY: Dilemmas of Inclusive Schooling in Zambia -- INTRODUCTION -- TWO STUDENTS IN ZAMBIA -- Rebekka -- Jon -- WHAT DO SCHOOLS DO? -- HOW DO SCHOOLS DISABLE? -- HOW DOES THE ECONOMY DISABLE? -- Productivity = Reward -- CONCLUSION -- REFERENCES -- 10. THE POWER OF IMAGINATION IN THE LIVES OF YOUNG PEOPLE WITH SIGNIFICANT DISABILITIES -- INTRODUCTION -- LITERACY, IMAGINATION AND STUDENTS WITH INTELLECTUAL DISABILITIES -- THEORETICAL FRAMEWORK: WAYS OF KNOWING -- RESEARCH METHOD -- Data Collection and Analysis -- FINDINGS -- David: "David is a Reader" -- Katie: "Singing Is What I Do" -- DISCUSSION -- IMPLICATIONS -- REFERENCES -- 11. THE WORLD ACCORDING TO SOFIE: Endless Search for Participation -- INTRODUCTION -- APPROACH -- LOOKING AT SOFIE'S IDENTITY IN A RHIZOMATIC WAY -- SOFIE ENCOUNTERS MANY BLOCKAGES LINES OF STRATIFICATION -- Stratification in Terms of Expectations towards Communication and Interaction -- Stratification in Terms of Her Physical Presence -- Stratification in Confrontation with 'the Outside' -- SOFIE RESISTS - LINES OF FLIGHT -- Being Visible and Sharing Space -- Showing Response -- Connecting through Her Body -- Moments of Encounter in Co-construction -- BECOMING -- POSSIBLE (IN)CONCLUSIONS -- REFERENCES -- 12. WARNING: LABELS MAY CAUSE SERIOUS SIDE EFFECTS FOR LEARNING DISABLED STUDENTS -- PREAMBLE -- THE POWER OF STIGMA ATTACHED TO LABELS -- Ingredients: Labels May Contain Hidden Pejorative Meaning and Stigma -- Language and the Social Cruelty Arising from Disability Labels -- LABELING AND ACCESS TO POST-SECONDARY EDUCATION.

Recommended Student Dose: Take Only as Needed to Relieve Symptoms of Lack of Access -- FEAR OF LABELS AND FORGOING LEGAL ENTITLEMENT TO ACCOMMODATIONS -- Warning: If Negative Symptoms Develop, Stop Use Immediately -- FROM MEDICAL TO SOCIAL MODELS OF LEARNING DISABILITIES -- Warning: Contact Your Doctor If You Have Pre-existing Medical Conditions -- DISABLING VERSUS INCLUSIVE TEACHING PRACTICES -- Warning: Quality Assurance Is Not Guaranteed -- CONCLUSIONS: THINKING OUTSIDE OF THE 'BOX' OF THE LD LABEL -- This paper is not intended to diagnose, treat, cure, or prevent side effects of labels. If symptoms of lack of access continue to persist, consult your disability counselor at your educational institution -- POSTSCRIPT -- ACKNOWLEDGEMENT -- NOTES -- REFERENCES -- 13. YOUTH LEAD: Reflections on a Leadership Program for Youth with Developmental Disabilities -- INTRODUCTION -- TRANSFORMING VIEWS OF DISABILITY -- MEET THE YOUTH LEAD PARTICIPANTS -- Self-Advocacy in Action -- Not Who You Think -- Use of Mind -- REFLECTIONS AND RESULTS -- Social Capital and Self-Determination -- Social and Community Connections -- Ability to Navigate Their Communities -- Communication Skills -- Youth LEAD and New Experiences -- CONCLUSION -- NOTES -- REFERENCES -- 14. HOW THINKING AGAINST THE GRAIN TEACHES YOU TO LOVE WHAT SCHOOL HATES -- INTRODUCTION -- METHODS AND PROCEDURES USED TO COLLECT THE DATA -- HOW DYSLEXICS PERCEIVE DYSLEXIA -- HOW DYSLEXIA IS PERCEIVED -- CONSEQUENCES OF SOCIAL RESPONSES TO DYSLEXIA -- DISCUSSION -- CONCLUSION -- REFERENCE -- 15. HOW CAN I LOSE MY SHYNESS…?: The Exploration of Self-Knowledge through Peer Mediated Articulations -- INTRODUCTION -- THE STUDY -- BUILDING COMMUNITY -- SELF-ACCEPTANCE IN RELATION TO BODY IMAGE -- BURN UR BRAS NATUR*L RULES!! -- IN SEARCH OF SOME HOOKING UP -- CONCLUSION -- NOTES -- REFERENCES.

16. DEVELOPMENTAL DENIAL: How the Attitudes of Parents and Professionals Shape Sexuality Education for Youth with Intellectual Disabilities.