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More than giving people a voice ....
- Authors:
- TOWNSLEY Ruth, MARRIOTT Anna
- Journal article citation:
- Learning Disability Today, 10(5), June 2010, pp.35-37.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The authors present an overview of a project which reviewed the literature between 1997 and 2009 on the needs, costs and benefits of independent advocacy for young disabled people at transition. The research found that independent advocates can play a vital role in supporting young people with learning disabilities at transition. Access to independent advocacy at transition can mean: young people are involved more often in transition planning; young people’s views are better represented and respected during transition planning; professionals are better informed about the transition process and what is expected of them; professionals provide a better service to young people before, during and after transition; and young people have more confidence, self-esteem and higher expectations for their futures. A case study illustrates these points and gaps in current knowledge and suggestions for further research in this area are discussed.
The parent trap
- Authors:
- MARRIOTT Anna, TARLETON Beth
- Journal article citation:
- Learning Disability Today, August 2009, pp.34-36.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This study reviewed resources which aimed to support parents with learning disabilities to look after their children. A wide variety of resources were found, although only a small proportion of these were aimed directly at parents with learning disabilities. There was also a lack of information relating to children above the age of five. The need for resources to be produced in innovative ways, such as using websites and DVDs is also highlighted.
Whose agenda?
- Authors:
- MARRIOTT Anna, WILLIAMS Val, TOWNSELY Ruth
- Journal article citation:
- Learning Disability Today, December 2008, pp.32-35.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The Norah Fry Research Centre (NFRC) at the University of Bristol recently completed a scoping exercise commissioned by the National Institute for Health Research, to establish priorities within the field of learning disabilities. This article briefly describes the outcomes of that scoping review and consultation, which aimed to develop a research agenda base centrally on: the views and concerns of people with learning disabilities and their family members; and a review of the literature since 2001, in the areas of concern to central stakeholders.