Search results for ‘Subject term:"learning disabilities"’ Sort:
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Who's in control
- Author:
- KINSELLA Peter
- Journal article citation:
- Mencap News, 43, April 1994, pp.6-7.
Explains how the Supported Living Scheme, pioneered in the UK by the National Development Team, can give people with learning disabilities more control over how they live.
Free to choose: an introduction to service brokerage
- Authors:
- BRANDON David, TOWE Noel
- Publisher:
- Good Impressions Publishing
- Publication year:
- 1989
- Pagination:
- 44p., bibliog.
- Place of publication:
- London
Reports on a service delivery system which aims to directly empower consumers, and surveys the use of service brokerage with mentally handicapped people in Canada.
Helping people with a learning disability to give feedback
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 6
- Place of publication:
- Redditch
This guide explains how, with the right support, people with a learning disability can have their say about the NHS. Support for people to give feedback includes: including people with a learning disability in feedback and engagement work; tapping in to local networks and voluntary organisations to ensure a larger number of people with a learning disability can be reached; ensuring information and questions presented as part of a survey or other feedback initiatives are easy to understand; involving people with a learning disability in designing and running feedback events so that they become more engaging and effective sessions; and ensuring people feel more empowered during any event where they are encouraged to have their say about healthcare. (Edited publisher abstract)
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)
‘Weightless?’: disrupting relations of power in/through photographic imagery of persons with intellectual disabilities
- Author:
- SCHORMANS Ann Fudge
- Journal article citation:
- Disability and Society, 29(5), 2014, pp.699-713.
- Publisher:
- Taylor and Francis
Missing in discussions of visual representations of people with intellectual disabilities are their own perspectives. Rooted in Derrida’s concern with the ‘right of inspection’ over visual representations, participatory arts-informed methodologies were used in research with people with intellectual disabilities. They critiqued and then used Photoshop to transform public photographs of labelled people. Responding to visual constructions of labelled persons as ‘weightless’/powerless, they revealed personal experiences of being denied control over their lives and representations. Yet their critiques and transformations reveal possibilities for their re-conceptualisation as powerful, subverting stereotypes of labelled people and disrupting relations of power in disability imagery. (Edited publisher abstract)
The use of photovoice with people with intellectual disabilities: reflections, challenges and opportunities
- Authors:
- POVEE Kate, BISHOP Brian J., ROBERTS Lynne D.
- Journal article citation:
- Disability and Society, 29(6), 2014, pp.893-907.
- Publisher:
- Taylor and Francis
Photovoice is part of the growing use of participatory research approaches with people with intellectual disabilities. In this paper we explore the process, opportunities and challenges associated with the use of photovoice with people with intellectual disabilities, illustrated through a research project entitled ‘This Is Me’. Photovoice requires researchers to share power and control in the research process and to tolerate uncertainty. Large investments in time and money are also required. These challenges, however, are outweighed by the benefits of the use of photovoice with people with intellectual disabilities. Photovoice creates a space where people with intellectual disabilities can meaningfully participate and exert control in the research process, and as such is an empowering experience. As a participatory research approach, photovoice is accessible and offers the opportunity for people with intellectual disabilities to develop new skills, confidence and experience inclusiveness in their own terms. (Publisher abstract)
Becoming a researcher
- Authors:
- FLOOD Samantha, et al
- Journal article citation:
- British Journal of Learning Disabilities, 41(4), 2013, pp.288-295.
- Publisher:
- Wiley
This paper talks about what it means to be a researcher using the words, views and experiences of three people with learning disabilities who are currently working as co-researchers. It talks about what they have found helpful, and what they have found challenging. It compares their experiences to those of other people and highlights the importance of support. Overall they report that it has been a positive experience which has helped them to learn a great deal and they provide advice that they hope will help others thinking about taking on such a role. (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.
Crash: what went wrong at Winterbourne View?
- Author:
- OAKES Peter
- Journal article citation:
- Journal of Intellectual Disabilities, 16(3), September 2012, pp.155-162.
- Publisher:
- Sage
- Place of publication:
- London
In 2011 a ‘Panorama’ television documentary raised the profile of unacceptable practice and indeed criminal abuse following the undercover filming of outrageous acts of cruelty in an independent hospital called Winterbourne View. This editorial represents a year of reflection on these events and the consistent failure to maintain minimum standards in services and supports for people with learning disabilities. It focuses on the events at Winterbourne View and sees them as a crash at the end of a journey that was strangely inevitable. It considers how people with intellectual disabilities become powerless and vulnerable to abuse. A small number of people got caught up in the horrifying events at Winterbourne View but it could have been any service for people who find themselves marginalised and disempowered. The article concludes by calling on everyone to reflect on what they need to do to prevent events like this from happening.
Mutual Support: a model of participatory support by and for people with learning difficulties
- Authors:
- KEYES Sarah E., BRANDON Toby
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.222-228.
- Publisher:
- Wiley
Mutual Support is a model of support in which people with learning difficulties, through engaging in meaningful peer support, are empowered to challenge oppression and discrimination. The model was constructed by and for people with learning disabilities through a participatory research process. The research comprised the collection of individual narratives from people with learning difficulties in 2 settings (an independent theatre company and a medium secure unit) where people with learning disabilities were already working together. These narratives were then brought together to form the Mutual Support model. This paper outlines the detailed research process and positions the collective model of support within the self-advocacy and involvement movements. It considers: what mutual support is; who is involved in it; when it happens; how it happens; and what effect it has. Direct quotes from people with learning difficulties illustrate the different aspects of the multifaceted model. The positive effects of Mutual Support are also outlined. These include people being able to participate more fully, ambitions being fulfilled, people who have been mentored becoming mentors themselves, and dignity and respect being reclaimed.