Search results for ‘Subject term:"learning disabilities"’ Sort:
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From "Learning disability to intellectual disability": perceptions of the increasing use of the term "intellectual disability" in learning disability policy, research and practice
- Author:
- CLULEY Victoria
- Journal article citation:
- British Journal of Learning Disabilities, 46(1), 2018, pp.24-32.
- Publisher:
- Wiley
Background: The term "intellectual disability" is increasingly used to refer to people with learning disabilities in British learning disability policy, practice and research. This change is undoubtedly a reflection of the changing international context. The inclusion of the term “intellectual disability” has been particularly pronounced in countries such as the USA. By contrast, this change has been relatively silent in England. Methods: In light of this, the paper explores the discussions of 12 focus groups conducted with professional and lay groups working in or influencing learning disability research and practice in England. Each focus group was asked the following two questions: Have you heard of the term "intellectual disability" and how do you feel about the term "intellectual disability?.” Discussion and Conclusion: Thematic analysis of the discussions identified four dominant themes: dislike and disbelief; ambiguity; tautology; and fear. It is concluded that more explanation is required in order for researchers and practitioners in England to understand this semantic change. (Publisher abstract)
Are villages really 'a suitable option'?
- Author:
- COLLINS Jean
- Journal article citation:
- Community Living, 13(3), January 2000, pp.24-25.
- Publisher:
- Hexagon Publishing
Since publication of the Hester Adrian Research Centre's report comparing hospital campuses, village communities and dispersed community-based housing, it has been assumed that village communities have been given a new seal of approval. The author takes a close look at research findings and concludes that people have been jumping to erroneous conclusions.
Personal lifestyle preferences of people with an intellectual disability
- Authors:
- NEUMAYER Robert, BLEASDALE Michael
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 21(2), June 1996, pp.91-114.
- Publisher:
- Taylor and Francis
This research attempts to understand the preferences, viewpoints and values people with intellectual disability may have regarding certain aspects of their lives, and how their perceptions relate to service policy and delivery. Semi-structured interviews were conducted with people with an intellectual disability. The intent of the qualitative interviews was to obtain the values, views and preferences of the participants in regard to four major areas of their lives, being divided into home, work, leisure and relationships. Results of the interviews showed that some of the lifestyle conditions and preferences of people with an intellectual disability were not being fully met for addressed in relation to the principles and values of some programming philosophies adopted by various professional service provider organisations.
Social inclusion and intellectual disability in Ireland: Social inclusion co-ordinators’ perspectives on barriers and opportunities
- Authors:
- KENNY Antonia, POWER Martin
- Journal article citation:
- Scottish Journal of Residential Child Care, 17(4), 2018, Online only
- Publisher:
- Department of Social Work. University of Strathclyde.
Social inclusion is a cornerstone of policy for individuals with disabilities. Yet, studies have shown that in spite of positive developments, meaningful social inclusion remains a challenge. In Ireland, a number of policies have been enacted in recent years to promote social inclusion. In 2011, ‘Time to move from congregated settings – A strategy for community inclusion’ (2011), was introduced and sought to move individuals from congregated settings into the community. This was quickly followed by ‘New Directions’ (2012), which promoted the use of community supports to expand choice and inclusion. Implementation however has confronted a number of challenges. Against this backdrop, this study explored social inclusion co-ordinators’ perspectives of social inclusion, barriers and facilitators. Two semi-structured group interviews were conducted with eleven co-ordinators in two day services. These coordinators have a particular remit to promote social inclusion in the day service they work in. The interviews were analysed thematically and two key themes emerged: a disconnect between the policy goals and lived experience, and barriers to meaningful social inclusion. (Edited publisher abstract)
‘I shouldn’t be living there because I am a sponger’: negotiating everyday geographies by people with learning disabilities
- Authors:
- POWER Andrew, BARTLETT Ruth
- Journal article citation:
- Disability and Society, 33(4), 2018, pp.562-578.
- Publisher:
- Taylor and Francis
Learning disability policy has for some time been framed by the goal of inclusion which purports to enable people with learning disabilities to lead a ‘life like any other’ person. This article examines the extent to which this is the case in England, by tracing the lived experiences of people with learning disabilities within their communities. The article draws on two interlinked qualitative studies involving interviews that examined their local place-based experiences of inclusion and exclusion. The findings reveal ‘moments of inclusion’ and opportunities for social encounter from peer support, but these were situated amidst wider experiences of exclusion and harassment. (Edited publisher abstract)
First-hand experience of accessible information
- Author:
- MANDER Clare
- Journal article citation:
- Tizard Learning Disability Review, 20(2), 2015, pp.80-87.
- Publisher:
- Emerald
Purpose: This purpose of this paper is to report on primary research which investigated the first-hand experience of producing and implementing accessible information (AI). Design/methodology/approach: In total, 18 participants were recruited for a qualitative scoping exercise from four distinct sampling groups: adults with learning disabilities; specialist learning disability service staff; mainstream NHS and local authority staff; and speech and language therapists. Each participant took part in a semi-structured focus group or interview which explored their range of skills, knowledge and attitudes relating to AI. Findings: Framework approach to thematic analysis led to three main classifications: ideology of AI, AI practice and the outcomes of delivering AI. First-hand experience varied across the stakeholders, highlighting differences in the operationalisation of national policies and legislation. Originality/value: The data supported the notion of AI as a multifaceted process; although the practice of delivering accessible resources appeared less advanced than accessible resource production. (Publisher abstract)
Promoting the involvement of people with learning difficulties in staff recruitment
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2002
- Pagination:
- 4p.
- Place of publication:
- York
The 'Learning to choose staff' project aimed to promote and support the involvement of people with learning difficulties in staff recruitment.Project workers designed and evaluated a training and development programme for working with five different organisations providing services to people with learning difficulties in England.
Intellectual and HIV infection: a service related study of policies and staff attitudes
- Authors:
- MACDONALD Raymond A.R., MURRAY James L., LEVENSON Victor L.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 12(4), 1999, pp.348-357.
- Publisher:
- Wiley
Reports on a study of staff knowledge and attitudes in relation to policies on HIV infection in organisations providing services to people with intellectual disabilities. Staff in three different service providers (NHS, social service and private and voluntary organisations) were sent the staff attitudes towards persons with learning disabilities and HIV infection scale. 46 percent of respondents did not know or were unsure of policies concerning clients with HIV infection; 69 percent of respondents reported that these policies either did not influence their behaviour or that they were unsure if they did. The results are discussed with reference to HIV prevention, health promotion and appropriate service support for people with intellectual disabilities.
Foster parents for persons with mental retardation in Israel: motivation, role perception and their view of the foster person
- Authors:
- RIMMERMAN Arie, DUVDEVANY Ilana
- Journal article citation:
- International Social Work, 39(3), July 1996, pp.329-338.
- Publisher:
- Sage
This study examines two questions: what motivate Israeli mothers to choose the role of foster parents for persons with mental retardation, and how do they see their role, as parental or as non-parental? The population studied comprised 130 foster mothers for persons with mental retardation. The primary findings were that foster mothers' child-related motivation was positively associated to their view of the foster persons' advancement in terms of level of functioning, and that foster parents who viewed their role as parental reported a higher quality of contact with the foster persons. Findings are interpreted in respect to policy and practice.
Social inclusion and community care
- Author:
- TOWELL David
- Journal article citation:
- Managing Community Care, 2000, pp.5-7.
- Publisher:
- Pavilion
The pursuit of concerted policies to build a more inclusive society or, more precisely, to tackle social exclusion, is arguably the 'big idea' of New Labour's first year in government. Asks what opportunities and challenges this over-arching policy agenda offers for improving what we call community care.