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Resilience in families with children and adult members with intellectual disabilities: tracing elements of a psycho-social model
- Authors:
- GRANT Gordon, RAMCHARAN Paul, FLYNN Margaret
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(6), November 2007, pp.563-575.
- Publisher:
- Wiley
This paper seeks to illumine how families with children and adult members with intellectual disabilities manage to manifest a buoyant and durable capacity over time. It is therefore concerned centrally with the idea of resilience. Drawing from diverse theoretical literatures from child development and protection and gerontology, the paper begins with a review of constructions of resilience. In an attempt to assess where there seems to be support for resilience in families, the core of the paper tests empirical evidence about positive experiences of families supporting children and adults with intellectual disabilities against the theoretical literature on resilience. The findings are used to suggest conditions under which resilience is produced and maintained, and to identify emergent elements of a psycho-social model of resilience in families with children and adult members with intellectual disabilities.
Views and experiences of people with intellectual disabilities and their families: (2) the family perspective
- Authors:
- GRANT Gordon, RAMCHARAN Paul
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.364-380.
- Publisher:
- Wiley
Examines findings from research into the views and experiences of families of people with intellectual disabilities (IDs). It draws from the authors' report on the views and experiences of users and carers, the DoH Research Initiative on Learning Disability: Proposal for a Research Review on the Views and Experiences of Users and Carers, which was commissioned by the Department of Health, and was intended to inform some of the thinking behind Valuing People and the associated research programme. This article traces the development and scope of research on family carers in relation to the personal and psychological experience of care as well as in relation to receipt of services. Theoretical and methodological gaps in the literature are outlined. Social systems theory is proposed as a means of addressing the requirements of a future research agenda about family care.
Views and experiences of people with intellectual disabilities and their families: (1) the user perspective
- Authors:
- RAMCHARAN Paul, GRANT Gordon
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.348-363.
- Publisher:
- Wiley
Presents a descriptive summary of the views and experiences of people with intellectual disabilities (IDs) as they have been represented in research and other literature. The authors develop further the DoH Research Initiative on Learning Disability: Proposal for a Research Review on the Views and Experiences of Users and Carers, a review report commissioned by the Department of Health on the views and experiences of users and family carers focusing on the ways in which research might contribute to policy and practice. The literature review of user views and experiences produced three broad categories: testaments of life, which are mainly ethnographies and life histories; user movement media produced in an accessible format for people with IDs or by people with IDs themselves; and research based studies in their varying forms. It is demonstrated that no single approach is able to encompass all the interests of knowledge production, policy planning, and action or practice on its own. A more coordinated and broad-based research approach to user views and experiences is advocated.
Empowerment in everyday life: learning disability
- Editors:
- RAMCHARAN Paul, et al
- Publisher:
- Jessica Kingsley
- Publication year:
- 1997
- Pagination:
- 282p.,bibliogs.
- Place of publication:
- London
Takes a 'bottom up' approach to empowerment by starting with an examination of the lives and relationships of people with learning difficulties, their families and friends. From these experiences, questions are then asked about how policy making, service provision and state legislation might be implemented in ways which would maximise self-determination, equality and the fight for citizenship by people with learning difficulties and to provide for an empowered life and lifestyle.