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Offering choices to people with intellectual disabilities: an interactional study
- Authors:
- ANTAKI C., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 52(12), December 2008, pp.1165-1175.
- Publisher:
- Wiley
At the level of policy recommendation, it is agreed that people with intellectual impairments ought to be given opportunities to make choices in their lives; indeed, in the UK, the Mental Capacity Act of 2005 enshrines such a right in law. However, at the level of practice, there is a dearth of evidence as to how choices are actually offered in everyday situations, which must hinder recommendations to change. This qualitative interactional study, based on video recordings in British residential homes, combines ethnography with the fine-grained methods of Conversation Analysis. Six conversational practices that staff use to offer choices to residents with intellectual disabilities are identified. The unwanted consequences of some of these practices are then described, and how the institutional imperative to solicit clear and decisive choice may sometimes succeed only in producing the opposite.
Promoting choice and control in residential services for people with learning disabilities
- Authors:
- FINLAY W.M.L., WALTON C., ANTAKI C.
- Journal article citation:
- Disability and Society, 23(4), June 2008, pp.349-360.
- Publisher:
- Taylor and Francis
This paper discusses the gap between policy goals and practice in residential services for people with learning disabilities. Drawing on a nine-month ethnographic study of three residential services, it outlines a range of obstacles to the promotion of choice and control that were routinely observed in the culture and working practices of the services. Issues discussed include conflicting service values and agendas, inspection regimes, an attention to the bigger decisions in a person's life when empowerment could more quickly and effectively be promoted at the level of everyday practice, problems of communication and interpretation and the pervasiveness of teaching. The authors offer a range of suggestions as to how these obstacles might be tackled.