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Narrative accounts of university education: socio-cultural perspectives of students with disabilities
- Author:
- GIBSON Suanne
- Journal article citation:
- Disability and Society, 27(3), May 2012, pp.353-369.
- Publisher:
- Taylor and Francis
Research in higher education suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. It is argued that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research focused on five first-year students with disabilities’ learning experiences; their transitions from school or college to university and their feedback on positive and negative learning experiences at both levels. Rich stories were uncovered taking the research beyond the lecture theatre and seminar room, into the students’ union bar and back to the Year 10 classroom. This paper tells some of the stories shared, in particular drawing out findings related to effective learning practices, and notes the significance of placing a socio-cultural lens on the question of inclusion in education.
‘Some kids climb up; some kids climb down’: culturally constructed play-worlds of children with impairments
- Author:
- BURKE Jenene
- Journal article citation:
- Disability and Society, 27(7), 2012, pp.965-981.
- Publisher:
- Taylor and Francis
In this paper, the author explores how children with impairments can act as self-monitoring, autonomous individuals in their play in a community playground. In addition, the notion of children with impairments as creative agents in their play is examined. The evidence presented in this paper is derived from the views and perspectives of children with impairments as playground users. Seventy-two participant children completed the participatory photographic project and compiled personal photographic scrapbooks from their own photographs taken in the naturalistic setting of a community playground in Australia. The participants were all 6–10 years old; 35 were classified as having an impairment and 37 as not having an impairment. Data was collected from the children’s photographic scrapbooks and the researcher’s own observations of children’s play in a naturalistic playground setting. The insights provided by the children showed that they were able to make choices, and experience enjoyment through self-selected play experiences. In attempting to determine whether children with impairments are disabled in a social sense in playgrounds, the evidence suggest that they are not socially disabled.
Working age claimants with complex needs: qualitative study
- Author:
- DONALDSON Dan
- Publisher:
- Great Britain. Department for Work and Pensions
- Publication year:
- 2012
- Pagination:
- 22p.
- Place of publication:
- London
This small-scale qualitative study of frontline Jobcentre Plus staff was commissioned to supplement the existing evidence base that the Department for Work and Pensions (DWP) holds about working age claimants with complex needs. The study explored: how complex needs are defined by Jobcentre Plus staff, which claimants Jobcentre Plus staff consider to have complex needs and why, and areas for improvement to the service identified by staff. The fieldwork comprised six focus groups of Jobcentre Plus staff, conducted during July and August 2011. They took place in six areas across the Country (Greater Manchester; East London; Durham and Tees Valley; Glasgow, Lanarkshire and East Dunbartonshire; Thames Valley; and West Yorkshire). Findings from the research will be used to inform ongoing efforts to improve service delivery for working age claimants with complex needs by DWP Operations. The research will also add to the wider evidence base for working age claimants with complex needs to inform the implementation of Welfare Reform policies and future policy developments.
An assessment of policies guiding school emergency disaster management for students with disabilities in Australia
- Authors:
- BOON Helen Joanna, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 9(1), March 2012, pp.17-26.
- Publisher:
- Wiley
Weather-related disasters in Australia may increase in frequency and severity as a result of predicted climate variability. However, there is a lack of literature regarding school emergency response planning for vulnerable students with disabilities. This study explored the literature in place, with a view to making future recommendations for disaster management. The study's results indicate that disaster preparedness is under-resourced and insufficient consideration has been given to the emergency preparedness planning and management with respect to meeting needs of vulnerable students with disabilities. Although the particular needs of vulnerable students with disabilities are briefly noted in the various state governments' education policies, they have not been systematically considered in the context of overall disaster planning for Australian schools. The authors concluded that education authorities review current emergency management policies in a consultative manner as to minimise risk for students with disabilities in natural disaster emergencies.
Sight loss UK 2012: the latest evidence
- Author:
- ROYAL NATIONAL INSTITUTE FOR THE BLIND
- Publisher:
- Royal National Institute for the Blind
- Publication year:
- 2012
- Pagination:
- 36p.
- Place of publication:
- London
Sight loss UK is an annual evidence review based on 45 key indicators that show what life is like for people with experience of sight loss, their carers and those at risk of sight loss. This data summary provides professionals working in the sight loss sector with the latest evidence related to the lives of people with sight loss and clear information about the factors affecting people at risk of sight loss. The report includes indicators on the following topics: people living with sight loss and those at risk of sight loss; cost of sight loss; preventing avoidable sight loss; supporting independent living; creating an inclusive society; and global sight loss.
Social rights and civil society: 'giving force' without 'enforcement'
- Author:
- O'BRIEN Nick
- Journal article citation:
- Journal of Social Welfare and Family Law, 34(4), 2012, pp.459-470.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In this article, the author explores the effectiveness of equality, human rights and ombudsman institutions in giving force to social rights. The article presents and discusses 3 specific examples of the institutional protection and promotion of equality rights: the strategic approach of the Disability Rights Commission in Britain between 2000 and 2007; the engagement of the Greek Parliamentary Ombudsman with civil society to give practical effect to European equality law, especially in respect of the Roma community; and the work of the Health Service Ombudsman in England in promoting health equality for people with learning disabilities. It asserts that in each of these examples the mobilisation of equality law, and indirectly of social rights entitlement, is dependent upon the activation of civil society and intermediate institutions.
Hidden in plain sight: what the Commission's inquiry into disability related harassment means for housing: briefing
- Author:
- EQUALITY AND HUMAN RIGHTS COMMISSION
- Publisher:
- Equality and Human Rights Commission
- Publication year:
- 2012
- Pagination:
- 9p.
- Place of publication:
- London
The report ‘Hidden in Plain Sight’ (2011) highlighted systemic failures by public authorities to recognise the extent and impact of harassment and abuse of disabled people, take action to prevent it happening, and intervene effectively when it does. This briefing notes that some social housing providers may be deemed to be carrying out some functions of a public nature. The implication of this is that they would also be subject to the general equality duty, including the requirement to have due regard to the elimination of harassment. Disability related harassment often occurs at or near people’s homes and can take the form of non-criminal antisocial behaviour and minor crime, at least initially. Where harassment happens at or near someone’s home it is often repeated, and can escalate in frequency and severity. Prompt action, often by agencies working together, can bring it to an end. Housing agencies have a role in both preventing harassment and in responding more effectively when it does occur. Seven core recommendations are provided which could help prevent disability related harassment and improve responses to it. In addition to these core recommendations, other recommendations are listed that are targeted specifically at housing providers and local agencies and partnerships.
Out in the open: a manifesto for change. Stopping harassment of disabled people: easy read
- Author:
- EQUALITY AND HUMAN RIGHTS COMMISSION
- Publisher:
- Equality and Human Rights Commission
- Publication year:
- 2012
- Pagination:
- 16p.
- Place of publication:
- London
The report ‘Hidden in Plain Sight’ was published in September 2011. The report highlighted systemic failures by organisations (such as councils, the police, the NHS, schools, transport people, and governments) in preventing disability-related harassment and in tackling it effectively when it happens, and gave draft recommendations for action. The purpose of this follow-up document is to provide an easy read response to summarise the range of responses from these organisations. The document says: what the groups need to do now to stop harassment of disabled people; and what the Equality and Human Rights Commission will do to make sure this happens.
Person centred approaches in transition
- Author:
- SANDERSON Helen
- Publisher:
- Helen Sanderson Associates
- Publication year:
- 2012
- Pagination:
- 11p.
- Place of publication:
- Stockport
Person centred approaches offer different ways of gathering information about children and young people in order to help to determine what is important to the person, what they want for their future, and what support they need. The aim of this paper is to describe a wide range of different person centred approaches, derived from different styles of person centred planning. The approaches are: personal portfolios; relationship circles; gifts; skills and interests; hopes and dreams; how to provide good support; communication chart; history; fears and nightmares; and how I spend my time. Information from these approaches can provide patterns and themes which could help point a way forward for transition.
Sexual abuse of individuals with disabilities: prevention strategies for clinical practice
- Author:
- MCEACHERN Adriana G.
- Journal article citation:
- Journal of Child Sexual Abuse, 21(4), July 2012, pp.386-398.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Sexual abuse of those with disabilities is prevalent, although the incidence of such abuse is difficult to determine. Although all US states maintain statistics on child sexual abuse, the rate of victimization for individuals with disabilities is not specific. This paper reviews several studies conducted on sexual abuse of individuals with disabilities with a focus on clinical prevention strategies. The author suggests that prevention training programmes for children and adults with disabilities must be regularly implemented be disability service agencies, residential facilities, school districts, law enforcement agencies, medical and health service providers and sexual abuse assault programmes. Also, policies that require government funded researchers, law enforcement and child protection agencies to systematically collect and report data on sexual assault must be implemented so an accurate accounting of the extent of the problem can be documented. Recommendations for future directions in prevention and research are provided.