Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 5 of 5
What does Big Society mean for people with learning disabilities?
- Authors:
- RUNSWICK-COLE Katherine, GOODLEY Dan
- Journal article citation:
- Learning Disability Today, 13(4), July/August 2013, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
A new research project project aims to assess what Big Society means for people with a learning disabilities, the challenges and opportunities they may face and how they fit into it. The research is funded by the Economic and Social Research Council (ESRC) and will be carried out over the next two years. Four universities will be involved in the project: University of Sheffield, Manchester Metropolitan University (MMU), the University of Bristol and Northumbria University. This article describes the main aims of the project and the main phases of the research. (Original abstract)
Life stories, intellectual disability, cultural heritage and ethics: dilemmas in researching and (re)presenting accounts from the Scottish Highlands
- Authors:
- MARSHALL Karrie, TILLEY Liz
- Journal article citation:
- Ethics and Social Welfare, 7(4), 2013, pp.400-409.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
This article reflects on the ethical dilemmas involved in undertaking research on the history of institutional and community intellectual disability services between 1966 and 2009 in a tight-knit community in Scotland, through the In Our Own Voices: Leaving New Craigs hospitals' story project. The accounts collected include painful memories of oppressive practice as well as fond recollections of community spirit, kindness and ‘good’ staff. However, the research stirred up sensitive issues amongst the community that left the researcher facing a number of challenges. In this article the authors will reflect on the ethics of investigating, confronting and disseminating difficult histories. (Publisher abstract)
Exploring how churches include people with learning disabilities
- Author:
- PATERSON Donna
- Journal article citation:
- Learning Disability Today, 13(6), November/December 2013, pp.24-26.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The study explored how two churches in the northwest of England aimed to meet the needs of people with learning disabilities in their own communities. One church was not used by any individuals with learning disabilities, the second church ran a bible study group for people with learning disabilities with approximately 45 members. The church leaders from both churches, the bible study group leader, and a sample of 10 people with learning disabilities were interviewed. The findings identified the importance of churches including people with learning disabilities; the barriers that exist in the church community (structural, attitudinal and intellectual); and examples of some good inclusion practices. (Original abstract)
Commentary – the perspective of people with learning difficulties/disabilities
- Authors:
- CHAPMAN Steve, et al
- Journal article citation:
- Tizard Learning Disability Review, 18(4), 2013, pp.192-199.
- Publisher:
- Emerald
Purpose: The paper is a commentary (an outline or explanation) about the theme of this edition (supporting independence) from the point of view of people with learning difficulties. The paper has been co-written by people with and without learning difficulties. Design/methodology/approach: The paper is based on discussions using several open prompt questions around what people understand by independence and why it is important to them. Findings: The team found that being listened to and taken seriously, having real involvement in the community, good support that is personalised and co-produced services are all key to ensuring people can be as independent as possible. Originality/value: The paper is uniquely co-written by people with and without learning difficulties and provides an insight into why independence is so important for people with learning difficulties. (Publisher abstract)
Mentors' experiences of using the Active Mentoring model to support older adults with intellectual disability to participate in community groups
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(4), 2013, pp.344-355.
- Publisher:
- Taylor and Francis
Background: Social inclusion is a widely acknowledged goal; who is best positioned to provide support and how support is delivered are key questions. Using Active Mentoring training, members of community groups mentored a person with intellectual disability and supported their inclusion in that group. Methods: Interviews with 14 mentors explored their experiences of supporting a previously unknown person with intellectual disability to participate in their community group. Findings: The core theme was No Different From Us. Mentors saw beyond the disability, they valued others, were community leaders, and had intrinsic qualities. With some basic orientation to the task, mentors were able to support the inclusion of their mentee in the group. Conclusion: Community members are willing to support people with intellectual disability to join their community groups. The Active Mentoring training is one way of harnessing the goodwill of community groups and their members to include people with intellectual disability to participate on an individual basis in community groups. (Publisher abstract)