Search results for ‘Subject term:"learning disabilities"’ Sort:
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Promoting choice and control in residential services for people with learning disabilities
- Authors:
- FINLAY W.M.L., WALTON C., ANTAKI C.
- Journal article citation:
- Disability and Society, 23(4), June 2008, pp.349-360.
- Publisher:
- Taylor and Francis
This paper discusses the gap between policy goals and practice in residential services for people with learning disabilities. Drawing on a nine-month ethnographic study of three residential services, it outlines a range of obstacles to the promotion of choice and control that were routinely observed in the culture and working practices of the services. Issues discussed include conflicting service values and agendas, inspection regimes, an attention to the bigger decisions in a person's life when empowerment could more quickly and effectively be promoted at the level of everyday practice, problems of communication and interpretation and the pervasiveness of teaching. The authors offer a range of suggestions as to how these obstacles might be tackled.
I can get a job: a step-by-step guide to getting a job
- Author:
- GREAT BRITAIN. Department of Health. Valuing People Support Team
- Publisher:
- Great Britain. Department of Health. Valuing People Support Team
- Publication year:
- 2005
- Pagination:
- 45p.
- Place of publication:
- London
It is thought that less than one in ten people with learning disabilities have jobs. People don't think people with learning disabilities can achieve, so they don't get training and help to find jobs. Helping people find jobs is not seen as important. The rules about benefits can mean that people lose out if they get jobs. It can be difficult to move from 'supported employment' into other paid jobs that people might want. The Government wants more people with learning disabilities to have jobs. This book is a step by step guide to how to get a job.
I want to work: a guide to benefits and work for people with a learning disability
- Author:
- GREAT BRITAIN. Department of Health. Valuing People Support Team
- Publisher:
- Great Britain. Department of Health. Valuing People Support Team
- Publication year:
- 2005
- Pagination:
- 20p.
- Place of publication:
- London
It is thought that less than one in ten people with learning disabilities have jobs. People don't think people with learning disabilities can achieve, so they don't get training and help to find jobs. Helping people find jobs is not seen as important. The rules about benefits can mean that people lose out if they get jobs. It can be difficult to move from 'supported employment' into other paid jobs that people might want. The Government wants more people with learning disabilities to have jobs.
Doing, showing and going: Mencap's arts strategy
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2002
- Pagination:
- 19p.
- Place of publication:
- London
Mencap's plan for enabling people with a learning disability to have better opportunities in the arts.
Researching Together: conference pack: held in Bristol 28th January 1999
- Editors:
- WILLIAMS Val, GYDE Karen (comp.)
- Publisher:
- Norah Fry Research Centre
- Publication year:
- 1999
- Pagination:
- 98p.
- Place of publication:
- Bristol
The research supporter needs to learn how to step back, and find ways for researchers with learning difficulties to do things for themselves. It is important that people with learning difficulties know how powerful they can be when they are doing research.
The beliefs, values and principles of self-advocacy
- Author:
- INTERNATIONAL LEAGUE OF SOCIETIES FOR PERSONS WITH MENTAL HANDICAP
- Publisher:
- Brookline Books
- Publication year:
- 1996
- Pagination:
- 48p.
- Place of publication:
- Cambridge, MA
Booklet setting out values and principles for self-advocacy. Also contains sections on: support and the role of a support person; empowerment; institutions; and stories of good practice from around the world.
The thing is, we all have stories don't we?
- Author:
- CAMERON Lois
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.37-40.
- Publisher:
- Emerald
Commentary reflecting on 'Finding the sparkle: storytelling in the lives of people with learning disabilities', Nicola Grove's paper highlighting the power of the story as one approach to empower people with intellectual disability. This commentary reflects on the power of personal story sharing as a way to empower people with intellectual disability, value their experience and promote inclusion. It conclude that personal stories are important because they help both ourselves and others understand who we are. Stories are not static and stories can be told from different perspectives. Telling stories can be protective and healing. Communication that develops social closeness is important and can be undervalued. (Edited publisher abstract)
Adult protection and ‘intimate citizenship’ for people with learning difficulties: empowering and protecting in light of the No Secrets review
- Author:
- HOUGH Rebecca Emily
- Journal article citation:
- Disability and Society, 27(1), 2012, pp.131-144.
- Publisher:
- Taylor and Francis
This article looks at the implications of the UK’s ‘No Secrets’ review for the ‘intimate citizenship’ of individuals with learning difficulties in relation to consenting sexual relationships. This legislation gives health professionals powers to enter the homes of ‘vulnerable adults’ where abuse is suspected and remove the ‘victim’ without their consent. The article considers the consequences of such legislation for the citizenship of people with learning difficulties who have capacity to consent to sexual relationships. Proposals of the consultation are considered in terms of their practical relevance, finding that changes can be made with better guidance, resources, policy implementation and a sound evidence base for adult protection. An argument is made that proposals contravene human rights, mental capacity laws and the ethos of personalisation, increasing the focus on risk in practice. An ecological model of vulnerability is supported, which offers an approach that can prevent sexual abuse through empowerment without the need for new legislation.
The views and experiences of people with intellectual disabilities concerning advocacy
- Authors:
- LLEWELLYN Penny, NORTHWAY Ruth
- Journal article citation:
- Journal of Intellectual Disabilities, 12(3), September 2008, pp.213-228.
- Publisher:
- Sage
- Place of publication:
- London
This article discusses the first stage of a grounded theory study in which people with intellectual disabilities participated in focus groups to explore their definitions of advocacy and their advocacy support needs. Participants' ideas were influenced by their situation, the availability and type of support offered, and their relationships with supporters. Many different definitions of advocacy were revealed which were classified as reactive or proactive advocacy at micro, meso or macro level. The aim of advocacy was seen as empowerment, but this occurred only when support was readily available, concentrated on people's abilities, and facilitated opportunities for them to exert maximum possible control over their lives.
Empowerment and the architecture of rights based social policy
- Author:
- STAINTON Tim
- Journal article citation:
- Journal of Intellectual Disabilities, 9(4), December 2005, pp.289-298.
- Publisher:
- Sage
- Place of publication:
- London
This article considers what the notions of empowerment, rights and citizenship imply in the way of structures and policies. It argues that a coherent model is emerging with recognizable elements. The article begins with a brief discussion of some background and theoretical questions. It then examines four elements: support for people to articulate their claims; support for people to identify, obtain and manage supports necessary to actualize their claims; providing control over resources; and governance. Examples will be drawn primarily from the UK and British Columbia, Canada to illustrate the elements. The article then looks at some of the issues related to successful implementation of a rights or empowerment based model of policy and structures for supporting people labelled as having a learning disability.