Search results for ‘Subject term:"learning disabilities"’ Sort:
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The ballon has deflated
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 24.6.04, 2004, pp.32-33.
- Publisher:
- Reed Business Information
Three years ago Valuing People set out a vision of independence and choice for people with learning difficulties. Reports on the frustation some service users and support groups feel about the pace of change
'You have to care:' perceptions of promoting autonomy in support settings for adults with intellectual disability
- Authors:
- PETNER-ARREY Jami, COPELAND Susan R.
- Journal article citation:
- British Journal of Learning Disabilities, 43(1), 2015, pp.38-48.
- Publisher:
- Wiley
This study from the south-western United States investigated the perceptions of persons with intellectual disability receiving support and the perceptions of people providing support regarding the autonomy of people with intellectual disability. The participants included 10 people with intellectual disability and 10 support workers. Through interviews, this qualitative investigation examined the challenges for support workers and people with intellectual disability in promoting autonomy and the role of caring in support of autonomy. Analysis of participant interviews revealed that support workers and people with intellectual disability faced challenges that restricted the promotion of the autonomy of people with intellectual disability. Although people with intellectual disabilities knew what they wanted, support workers sometimes found it hard to know what people with intellectual disabilities wanted and how they could help them get what they wanted. Support workers also felt some of the rules at their jobs made it hard to help people with intellectual disabilities to do what they wanted. Both groups of participants noted that support workers had to care about their work with individuals with intellectual disability to effectively promote their autonomy. (Edited publisher abstract)
People with learning difficulties and their access to direct payments schemes
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 1999
- Pagination:
- 4p.
- Place of publication:
- York
The Community Care (Direct Payments) Act 1996 came into force on 1 April 1997. It empowers local authorities to make cash payments to people, so they can purchase their own support services, instead of arranging community care services for them. However, recent research has found that few people with learning difficulties know anything about direct payments. Describes an information programme that set out to inform as many people with learning difficulties as possible about direct payments. A second part of the projectlooked at the progress people have made in their attempts to gain a direct payment. Outlines the findings of the project.
The case of the missing advocate
- Authors:
- HOLMAN Andrew, ASPIS Simone
- Journal article citation:
- Viewpoint, 26, March 1998, p.10.
- Publisher:
- Mencap/Gateway
Discusses the Lord Chancellor's consultation paper Who Decides?, Making Decisions on Behalf of Mentally Incapacitated Adults. The authors challenge the view that other people always know best.
Thriving with Down syndrome: a qualitative multiple case study
- Authors:
- THOMPSON Talia, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(6), 2020, pp.1390-1404.
- Publisher:
- Wiley
Background: Down syndrome (DS) is the most common genetic cause of intellectual disability. Prior research has primarily focused on associated medical problems and skill deficits. This study takes a novel positive psychology approach by examining critical individual characteristics and environmental factors that facilitate exceptional quality of life for people with DS. Method: A qualitative multiple case study design was used to document the lives of four adults thriving with DS. Thriving was defined as high subjective well‐being coupled with continued personal development. Results: Descriptive contexts were provided for each case along with four overarching themes: a supportive social ecology, high expectations for independence, advocacy, and strengths facilitating happiness. A new conceptual framework for understanding thriving with DS was proposed. Conclusions: These findings provide insight as to what is possible for people with DS, including ideas for future research and practice to promote thriving in the DS population. (Edited publisher abstract)
Paying the piper and calling the tune?: the relationship between parents and irect payments for people with intellectual disabilities
- Authors:
- WILLIAMS Val, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.219-228.
- Publisher:
- Wiley
The aim of this paper is to investigate the role parents are playing in direct payments provision for their son or daughter with intellectual disabilities. The paper draws on a UK-wide inclusive research project, carried out by researchers who were members of an organization of people with intellectual disabilities. The purpose of the project as a whole was to explore what support works best for people with intellectual disabilities to access direct payments provision in the UK, and one of the key supports for certain people was found to be parents and families. Drawing on interviews with 29 family carers, the researchers found that parents were often strong advocates of independence for their son or daughter, and only acted as barriers to direct payments when they did not have sufficient information. Parents were found to be playing significant roles as initiators, managers and supporters of direct payments for their son or daughter; however, these roles were matched by important gains in quality of life and relationships within the family. The paper considers the implications of the power balance between persons with intellectual disabilities, their parents and their staff. Direct payments can alter that balance radically, but it is still important to have a good, independent direct payments support scheme to enable the person with intellectual disabilities to be in control.
M.A.P.: more access please; the right track
- Authors:
- ORPWOOD Jenny, DAVIS Clare
- Publisher:
- Change
- Publication year:
- 1997
- Pagination:
- 1v.,looseleaf.
- Place of publication:
- London
Information pack written for people with learning difficulties and those who work with them. Includes sections on: general information (including the Disability Discrimination Act, training, advocacy, communication, independent living, travel and transport, benefits, and making meetings accessible); deaf issues (including deaf culture, hearing difficulties, hearing tests, hearing aids, talking to deaf people; sympathetic hearing scheme; loop systems, alarms, communication, sign language interpreters, relay interpreters, using telephones, hearing dogs for deaf people, and subtitles); blind issues (including sight tests, tips when meeting a blind person, communication, reading, writing and listening, environment, white canes, and guide dogs); and information about deaf blind issues.
Inclusion and autonomy for people with multiple and complex learning difficulties
- Authors:
- MERRILL Kirsten, BOYCE Peter
- Journal article citation:
- Applied Community Studies, 3(1), 1996, pp.77-91.
- Publisher:
- Whiting and Birch
For people such as those with severe learning difficulties who have had little or no involvement in decision making over their futures, learning to make decisions inevitably requires the time and resources afforded them by more able others. The Advocacy Movement has been hugely influential, though there is still a need for change in societal attitudes. This paper attempts to address issues relating to successful integration such as the availability of resources, ethical implications and the tension that can arise between the service users and professionals.
Mind the gap: normalisation theory and practice
- Author:
- DAY Peter R.
- Journal article citation:
- Practice: Social Work in Action, 1(2), 1987, pp.105-115.
- Publisher:
- Taylor and Francis
Although the concepts of normalisation and community care are very familiar, it is apparent that practice is often based on questionable assumptions. This article examines some of the implications for social work.
Models of disability: the relationship between theory and practice in non-statutory organisations
- Authors:
- STALKER Kirsten, et al
- Journal article citation:
- Critical Social Policy, 19(1), February 1999, pp.5-29.
- Publisher:
- Sage
Drawing on a study exploring the meaning of the 'learning society' for adults with learning difficulties, this article examines the relationship between theory and practice in a number of voluntary and user organisations active in the learning disability field. It begins by outlining the ethos of normalisation and the social model of disability. Nine out of 10 organisations taking part in the study explicitly or implicity identified the social model as the main framework for their activities. However, significant inconsistencies in agencies accounts are identified at theoretical, policy and practice levels. A number of possible explanations for these findings are examined.