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Learning disability and social inclusion
- Author:
- MACINTYRE Gillian
- Publisher:
- Dunedin Academic Press
- Publication year:
- 2008
- Pagination:
- 96p., bibliog.
- Place of publication:
- Edinburgh
People with learning disabilities, in Scotland and across the UK as a whole, have been the target of considerable legislative and policy change over the last five years. A key theme relates to the inclusion of people with learning disabilities in the community - in education, in training and employment and in relation to accessing health, housing and leisure services. This is perhaps best exemplified by the review of learning disability services Gillian McIntyre acknowledges and addresses this complexity by mapping and reviewing critically these relevant policy developments. Drawing on the available research evidence, the author adopts a life cycle approach, tracing the journey taken by young adults with learning disabilities upon leaving school and making the transition to adulthood and beyond. Focusing on the major areas identified she identifies key messages in the fields of education, training and employment, health and social work. The book thus contributes an inter-professional perspective to the field of learning disability.
The potential for inclusion: young people with learning disabilities experiences of social inclusion as they make the transition from childhood to adulthood
- Author:
- MACINTYRE Gillian
- Journal article citation:
- Journal of Youth Studies, 17(7), 2014, pp.857-871.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper explores the experiences of a group of 20 young people (aged 18-21) with moderate learning disabilities about their transition from childhood to adulthood. The young people were aged between 18 and 21. Nine had attended mainstream schools and 11 had attended special schools for young people with moderate learning disabilities. As well as interviewing young people with learning difficulties, a total 70 interviews were conducted with ‘significant others’ including parents or other carers, employers, college lecturers and a range of other professionals. The paper focuses in particular on young people's experiences of further education, training and employment and highlights the ways in which they negotiate (or not) a range of barriers and challenging situations. (Original abstract)