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Care ethics and carers with learning disabilities: a challenge to dependence and paternalism
- Author:
- WARD Nicki
- Journal article citation:
- Ethics and Social Welfare, 5(2), June 2011, pp.168-180.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
In the UK, people with learning disabilities are one of the most excluded groups, having been historically positioned as being in need of lifelong care, incapable of looking after themselves. People with learning disabilities have always been seen as the recipients of care, and never the carer. However, more recent policy initiatives have meant that they are now more able to exercise some control over their lives. This article, using a personal narrative taken from the author's own experience, moves from the personal to develop a philosophical and theoretical discussion which demonstrates the way in which a political ethic of care can serve to reposition the lives of people with learning disabilities as valued and respected citizens. Drawing on the work of key commentators, the article considers the concepts of collective agency, caring citizenship, moral agency, interdependency and relationality, to examine the positioning of people with learning disabilities in Western society. It demonstrates the way in which relationships of care may be used to forward claims for citizenship for people with learning disabilities.
Housing now: choice, control and independence for people with learning disabilities
- Author:
- CARE SERVICES IMPROVEMENT PARTNERSHIP. Housing Learning and Improvement Network
- Publisher:
- Care Services Improvement Partnership. Housing Learning and Improvement Network
- Publication year:
- 2008
- Pagination:
- DVD, CD ROM
- Place of publication:
- London
Choice, control and independence for people with learning disabilities. This resource pack, includes a DVD with a short film and an interactive CD with supporting papers, other information and a web link. It has been produced to capture the lessons learned from the Department of Health's ten extra care housing funded learning disability sites. The DVD film centres upon the experience of people with a learning disability as they move into their own homes and describe ways in which greater independence has improved their quality of life. Comments from family and care workers are also included.
Normalisation and 'normal' ageing: the social construction of dependency among older people with learning difficulties
- Authors:
- WALKER Alan, WALKER Carol
- Journal article citation:
- Disability and Society, 13(1), February 1998, pp.125-142.
- Publisher:
- Taylor and Francis
This article discusses the new phenomenon of the survival into old age of the increasing numbers of people with learning difficulties. This raises both theoretical and practical policy issues. Argues that the concept of normalisation is flawed when applied to older people. The alternative of social integration is proposed as the basis for organising health and social services for both older people and those with learning difficulties.
Commercial break
- Author:
- YOUNG Andrew
- Journal article citation:
- Community Care, 16.09.04, 2004, pp.40-41.
- Publisher:
- Reed Business Information
Examines the way in which a vital part of the system penalises carers, particularly parents whose children need supported independence. Looks at the often obstructive way housing benefit rules are interpreted, and at a recent legal decision which may make life easier for parents wanting to provide accommodation for their children.
Shifting the balance of services. A review of respite care in Torfaen
- Author:
- -
- Journal article citation:
- Management Issues in Social Care, 9(1), Autumn 2003, pp.16-21.
- Publisher:
- OLM Systems
Torfaen is a small unitary authority in South East Wales. Reports on a study into respite services which was carried out between June and September 2002. The study was carried out to review services in light of Torfaen's split from the four other authorities in the former Gwent; the emphasis on supporting carers in the strategy of the Welsh Assembly; practice concerns relating to the low level of services to disabled people in Wales. This article describes the approach taken and some of the findings.
Paying the piper and calling the tune?: the relationship between parents and irect payments for people with intellectual disabilities
- Authors:
- WILLIAMS Val, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.219-228.
- Publisher:
- Wiley
The aim of this paper is to investigate the role parents are playing in direct payments provision for their son or daughter with intellectual disabilities. The paper draws on a UK-wide inclusive research project, carried out by researchers who were members of an organization of people with intellectual disabilities. The purpose of the project as a whole was to explore what support works best for people with intellectual disabilities to access direct payments provision in the UK, and one of the key supports for certain people was found to be parents and families. Drawing on interviews with 29 family carers, the researchers found that parents were often strong advocates of independence for their son or daughter, and only acted as barriers to direct payments when they did not have sufficient information. Parents were found to be playing significant roles as initiators, managers and supporters of direct payments for their son or daughter; however, these roles were matched by important gains in quality of life and relationships within the family. The paper considers the implications of the power balance between persons with intellectual disabilities, their parents and their staff. Direct payments can alter that balance radically, but it is still important to have a good, independent direct payments support scheme to enable the person with intellectual disabilities to be in control.
Making change happen: the government's annual report on learning disability 2003
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Stationery Office
- Publication year:
- 2003
- Pagination:
- 90p.
- Place of publication:
- Norwich
This report is the Government's Annual Report to Parliament which gives our reply to the Learning Disability Task Force report 'Making Things Happen'. Reports on the work that has been done since the White Paper 'Valuing People:A New Strategy for Learning Disability for the 21st Century' launched in March 2001.
Making change happen: the government's annual report on learning disability 2003; easy read version
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Stationery Office
- Publication year:
- 2003
- Pagination:
- 23p.
- Place of publication:
- Norwich
This report is the Government's Annual Report to Parliament which gives our reply to the Learning Disability Task Force report 'Making Things Happen'. Reports on the work that has been done since the White Paper 'Valuing People:A New Strategy for Learning Disability for the 21st Century' launched in March 2001.
Journey to independence: what self-advocates tell us about direct payments; a joint research project from Swindon People First and the Norah Fry Research Centre
- Authors:
- GRAMLICH Stacey, et al
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2002
- Pagination:
- 137p.
- Place of publication:
- Kidderminster
Very few people with learning disabilities get direct payments, yet many see it as an Important part of their journey to independence. This report examines: the best ways to support people with learning disabilities to get direct payments; how people with learning difficulties have gained from direct payments; and the best ways of giving information and publicising direct payments.
Professional ideology and learning disability: an analysis of internal conflict
- Author:
- DEELEY Susan
- Journal article citation:
- Disability and Society, 17(1), January 2002, pp.19-33.
- Publisher:
- Taylor and Francis
Normalisation is the guiding principle for professionals who work with people with learning disabilities. However, professionals hold varying degrees of adherence to this prevailing orthodoxy. In addition, some professionals openly dispute its merits and adopt a more paternalistic perspective of people with learning disabilities. These contradictory views create tension and potential conflict between professionals. This article explores the ideological differences between professionals who follow the prevailing orthodoxy, identified in the study as 'normalisers', and professionals who adhere to a superseded ideology, identified as 'paternalists'. Similar to the problematic relationship between parents and professionals, a solution to the internal conflict of professionals may also be found in seeking a shared ideology of care.