Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
The Choice Questionnaire: a scale to assess choices exercised by adults with intellectual disability
- Authors:
- STANCLIFFE Roger J., PARMENTER Trevor R.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(2), June 1999, pp.107-132.
- Publisher:
- Taylor and Francis
This article presents information on the development and evaluation of the Choice Questionnaire. The scale can be administered by interviewing the consumer or may be completed by a knowledgeable proxy. Used in either of these ways, the Choice Questionnaire was found to have very satisfactory reliability and validity. Its use as a research and evaluation tool is discussed.
Reflections on social integration for people with intellectual disability: does interdependence have a role?
- Author:
- CARNABY Steven
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 23(3), September 1998, pp.219-228.
- Publisher:
- Taylor and Francis
This article examines the debate concerning the social integration of people with intellectual disability into the local community by considering the concept of independence in theory and in practice. A review of the literature in this area, is followed by a study of the support model in Milan, Italy, which places interdependence at the heart of the approach. The possibility of incorporating interdependence into British services is considered by calling for a reassessment of the ways in which relationships between people with disabilities and people with and without intellectual disabilities are valued by service providers.
A step in the right direction: people with learning difficulties moving into the community
- Authors:
- WALKER Carol, RYAN Tony, WALKER Alan
- Journal article citation:
- Health and Social Care in the Community, 3(4), July 1995, pp.249-259.
- Publisher:
- Wiley
It is more than a decade since the government announced the Regional Health Authorities (RHAs) should close the long-stay mental handicap hospitals. The North West Regional Health Authority's (NWRHA) commitment to the resettlement of people with learning difficulties into ordinary housing in the community pre-dated the government's cost-driven initiative. In 1982 the Region Published A Model District Service, a strategy document supported by both the District Health Authorities (DHAs) and the local social services departments, in which it set out a user-centred philosophy for community services for people with learning difficulties. Paper is based on an evaluation of the impact of that strategy, the central part of which was an examination of the experiences of 102 people who moved out of three large mental handicap hospitals between March 1990 and March 1991. The research found that the move into the community offered the people concerned a much improved quality of life, with greater independence and choice in everyday living. However, there is a need to build on this so that people's life experiences are not merely better than those offered by the already discredited institutions, but so that they can become fully integrated and respected members of society.
Professional ideology and learning disability: an analysis of internal conflict
- Author:
- DEELEY Susan
- Journal article citation:
- Disability and Society, 17(1), January 2002, pp.19-33.
- Publisher:
- Taylor and Francis
Normalisation is the guiding principle for professionals who work with people with learning disabilities. However, professionals hold varying degrees of adherence to this prevailing orthodoxy. In addition, some professionals openly dispute its merits and adopt a more paternalistic perspective of people with learning disabilities. These contradictory views create tension and potential conflict between professionals. This article explores the ideological differences between professionals who follow the prevailing orthodoxy, identified in the study as 'normalisers', and professionals who adhere to a superseded ideology, identified as 'paternalists'. Similar to the problematic relationship between parents and professionals, a solution to the internal conflict of professionals may also be found in seeking a shared ideology of care.
Learning support for people with learning disabilities: promoting independent living
- Author:
- DAVIES Sheila
- Journal article citation:
- Mental Health and Learning Disabilities Care, 2(10), June 1999, pp.339-342.
- Publisher:
- Pavilion
The authors suggests that adult education could provide both the theory and models for promoting the independent living skills of people with learning disabilities in community settings.
Days of hope
- Author:
- McINTOSH Barbara
- Journal article citation:
- Community Care, 14.1.99, 1999, pp.24-25.
- Publisher:
- Reed Business Information
Social inclusion for people with learning difficulties needs to be a reality, not just a slogan. The author reports on pilot projects that point the to new approaches.
Learning disability: an alternative frame of reference
- Author:
- JONES Derek
- Journal article citation:
- British Journal of Occupational Therapy, 58(10), October 1995, pp.423-431.
- Publisher:
- Sage
Outlines some of the criticisms of traditional ways of working in services to people with learning disabilities and presents some alternatives. It suggests that occupational therapists adopt a frame of reference which combines a competency-based model of occupational therapy with a redefinition of independence. O'Brien's Five Accomplishments are used to provide a service quality monitoring took and values base for practice. The principle of partial participation is utilised and an emphasis is placed on the value of employment and the use of systematic instruction to achieve it.
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.
Communication skills and adults with learning disabilities: eliminating professional myopia
- Author:
- van der GAGG Anna
- Journal article citation:
- British Journal of Learning Disabilities, 26(3), 1998, pp.88-93.
- Publisher:
- Wiley
Effective communication is of crucial relevance to the quality of life of individuals with learning disabilities. Discusses the development of communication skills, outlining the essential components of a strategy for communication development. Highlights the importance of a multi-disciplinary approach to addressing the communication needs of adults with learning disabilities and stresses the need for agreed standards and procedures; careful co-ordination between health and social service agencies, and on-going monitoring of service provision. Recommends that progressive services incorporate an agreed strategy on how to build communication skills for all services users, in the same way that strategies on housing or employment might be formulated.
A home of your own: moving from community residential services to supported living for people with learning disabilities in the North West
- Author:
- HOWARD Jacqueline
- Journal article citation:
- Tizard Learning Disability Review, 1(3), July 1996, pp.18-25.
- Publisher:
- Emerald
The replacement of long-stay hospitals by Care in the Community provides an opportunity to reflect on the quality of people's lives in the community and use of resources. New ways of assisting people with learning disabilities to live in their own home are emerging. These 'supported living' arrangements do not offer a model but rather some guiding principles for finding out how people want to live, and the design, development and co-ordination of informal and formal supports. The conditions working for and against developing supported living as a mainstream option are reviewed, and what is being learnt about person-centred planning; supporting people with complex needs; managing costs and service effectiveness; and the enabling of purchasers.