Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 2 of 2
A tale of two white papers: policy documents as indicators of trends in UK services
- Author:
- RACE David G.
- Journal article citation:
- Journal of Intellectual Disabilities, 11(1), March 2007, pp.83-103.
- Publisher:
- Sage
- Place of publication:
- London
Cross-cultural differences in governance and policies for learning disability services are of interest. This article focuses on two UK government policy documents issued in 1971 (Better Services)and 2001 (Valuing People).Their context, creation, principles, proposals and proposed implementation are examined, and lessons are drawn for an international audience as to the changing nature of services in the UK. The analysis reveals a move from a detailed and prescriptive policy in 1971, largely defined by professionals and bureaucrats, and aimed primarily at families with a disabled member, to statements of broad principles in 2001, devised in consultation with and aimed at a range of groups, including disabled people themselves. The article acknowledges progress in individual rights and choices for people with learning disabilities, but raises doubts about how significant this is in achieving a qualitative improvement in their lives. Some of these doubts relate to the governance process itself.
The impact of social policy on changes in professional practice within learning disability services: different standards for children and adults? A two-part examination: part 2. professional services under the coalition: the trends continue apace
- Authors:
- RACE David G., MALIN Nigel A.
- Journal article citation:
- Journal of Intellectual Disabilities, 15(4), December 2011, pp.289-299.
- Publisher:
- Sage
- Place of publication:
- London
This is the second of 2 articles examining links between policy developments and changes in professional practice within learning disability services in England. The first article (ibid, 14(4), 2010, 315-328) concluded that there was a developing gap in professional inputs between children’s and adult services. This article looks at the effects of the first year of the Coalition government. It argues that its policies, especially the large-scale reduction in public expenditure, have exacerbated the trends identified earlier. There has been a reduction in the professional training and qualification for staff in the adult social care sector. For children, there has been a decline in support for inclusion of children in mainstream education and a rapid growth of academies, leading to fears of a move towards more independent specialist schools for children with learning disabilities. In addition, local authorities, though outwardly compliant, have variously interpreted their responsibilities under the personalisation agenda, in particular in relation to individual budgets, and this has resulted in assessments of need being based on ‘service hours’ rather than service quality and staff qualifications.