Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 5 of 5
Is my story so different from yours? Comparing life stories, experiences of institutionalization and self-advocacy in England and Iceland
- Authors:
- HREINSDOTTIR Eyglo Ebba, et al
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.157-166.
- Publisher:
- Wiley
This paper uses oral history and documentary materials to develop a cross-cultural comparison of the experiences of two self-advocates who spent significant parts of their lives in learning difficulty institutions in England and Iceland. Anne Lewthwaite from England, and Eyglo Ebba Hreinsdottir from Iceland, born in the same era (1948–1950) researched and recorded their life stories and in May 2004, jointly presented these at an Open University Conference. Their stories bring to life the history of the institutions and the experiences of those who 'spoke up' and challenged the system long before formal self-advocacy groups were established. Alongside this oral history work policy developments in each culture are described and compared to provide context to their life histories. The findings also highlight important similarities and differences between the two cultures in terms of the history of learning difficulty. The women's experience of participating in cross-cultural oral history work is discussed together with the contribution of a comparative approach in furthering historical understanding of self-advocacy.
Japanese culture and the philosophy of self-advocacy: the importance of interdependence in community living
- Author:
- TSUDA Eiji
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.151-156.
- Publisher:
- Wiley
This article explores the relationship between the philosophy underpinning self-advocacy and Japanese culture. It considers the variety of self-advocacy groups that have grown in Japan, and the context in which they have emerged. Elements of Japanese culture present a specific set of challenges for the values and ideas driving the global self-advocacy movement. The article examines the ways in which these ideas may need to be negotiated in order to support greater community living for people with learning difficulties.
Learning about self-advocacy from life history: a case study from the United States
- Author:
- TRAUSTADOTTIR Rannveig
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.175-180.
- Publisher:
- Wiley
This article takes an historical look at self-advocacy and examines how life history work can be helpful to further an understanding of the development, context and importance of the self-advocacy movement. It uses the live history of one individual, Tom Allen, who was born in a small town in the state of New York in 1912, to explore the different forms and meanings of self-advocacy. Tom Allen lived in institutions for 60 years. In his life history he describes how he could speak up about his wishes, the people who helped him speak up and how he was able to move out of the institution.
"All the social workers could offer was a drink and a drip of sympathy"
- Author:
- ASPIS Simone
- Journal article citation:
- Professional Social Work, August 1995, p.7.
- Publisher:
- British Association of Social Workers
A service user with learning difficulties describes how she found a lack of support from social workers when challenging policies at a charity group home.
Social work practice and intellectual disability
- Authors:
- BIGBY Christine, FRAWLEY Patsie
- Publisher:
- Palgrave Macmillan
- Publication year:
- 2010
- Pagination:
- 238p., bibliog.
- Place of publication:
- Basingstoke
Provides an understanding of the knowledge, values and skills required for effective practice in the field of learning disability and the opportunity for multidisciplinary collaboration for social change. The book focuses on adults with learning disabilities and their families. Topics include: the changing definitions of learning disability; theory and practice of working with adults with learning disabilities and their families; assessment, planning, monitoring and review; social inclusion and participation. Includes numerous case studies and discussion points.