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Witnesses to change: families, learning difficulties and history
- Editors:
- ROLPH Sheena, et al, (eds.)
- Publisher:
- British Institute of Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 335p.
- Place of publication:
- Kidderminster
This book shows how learning disabilities have impacted on family life and relationships and how this has varied across the country. It also reveals how public attitudes have shifted considerably from one in which learning disabilities were seen as a “mental deficiency” to a more enlightened attitude which recognised that people with learning disabilities have rights.
One law for all: the impact of the Human Rights Act on people with learning difficulties
- Authors:
- FINNEGAN Patricia, CLARKE Stephen
- Publisher:
- Values into Action
- Publication year:
- 2005
- Pagination:
- 162p.
- Place of publication:
- London
Sets out the impact of the Human Rights Act in the campaign for with people with learning difficulties namely the the right of people with learning difficulties to enjoy, and to be treated with the same respect due to all citizens.
Self-advocacy, civil rights and the social model of disability: final research report
- Authors:
- GOODLEY Dan, ARMSTRONG Derrick
- Publisher:
- University of Leeds. Centre for Disability Studies
- Publication year:
- 2001
- Pagination:
- 21p.
- Place of publication:
- Leeds
This study examined the self-advocacy of people with the label of ‘learning difficulties’ as enacted within self-advocacy groups and accounted for in personal narratives. This very process illuminated a number of significant concerns in relation to the doing of disability research by disabled researchers. The theoretical, political and cultural background to this study can be broadly split into two areas.
‘People with learning disabilities need a commissioner and a legal charter of rights’ – no they do not!
- Author:
- RICHARDS Michael
- Journal article citation:
- Disability and Society, 31(3), 2016, pp.426-430.
- Publisher:
- Taylor and Francis
Since the UK Winterbourne View scandal, there have been a number of reports and responses recommending what should be done to ensure a similar scandal does not happen again. Two ideas have emerged which suggest that people with learning disabilities need a legal charter of rights and a commissioner to make a difference in their lives. This article, however, argues that although it is right that issues affecting people with learning disabilities are at the heart of discussion and debate, this does not take into account the complex, flexible and multiple identities of people with learning disabilities, and their knowledge, experiences and skills. This would be more beneficial in understanding the lives of people with the label of learning disabilities than a commissioner or a charter. (Original abstract)
Capacity and competence: limitations on choice and action
- Author:
- WILLNER Paul
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(6), 2011, pp.49-56.
- Publisher:
- Emerald
The terms capacity and competence are often used interchangeably. However, they are distinct concepts, and the failure to differentiate them can generate confusion. This aim of this paper is to clarify the application of these terms. The term ‘mental capacity’ refers to the ability to make a decision, while the term ‘competence’ refers to the ability to perform the actions needed to put decisions into effect. Some implications of this distinction as it applies to adults with cognitive limitations are explored. Questions of capacity are governed by legislation, particularly the Mental Capacity Act (MCA); they apply only to people who can be demonstrated to have a ‘mental disorder', and can trigger best-interests decision making and other legal provisions. Questions of competence involve a range of formal and informal assessment procedures, and can apply to anyone; they arise where others possess legal powers to control a person's actions. The MCA protects the rights of people with cognitive limitations to make autonomous decisions where capacity is present. However, where others have the right to set standards of competence, the MCA does not confer rights to perform the actions needed to implement the decisions. Nevertheless, there is some scope for challenging this position; the paper concludes by considering some areas of practice where the MCA can be invoked to promote competence.
'Some people are never going to be able to do that'. Challenges for people with intellectual disability in the 21st century
- Author:
- DOWSE Leanne
- Journal article citation:
- Disability and Society, 24(5), August 2009, pp.571-584.
- Publisher:
- Taylor and Francis
This article surveys contemporary macro social, economic and political issues and considers how they define the context of life for people with intellectual disability in the early 21st century. It suggests that processes associated with globalisation intensify the agenda of neo-liberalism to fundamentally determine their everyday social arrangements and experiences, at least in western democracies such as the USA, the UK and Australia. Risk has now emerged as an overarching principle informing social responses to intellectual disability, while marketisation and privatisation have given rise to a complex dynamic whereby demands for individualism have become interconnected with states of dependency. Emerging technologies of citizenship have seen paradoxical notions of choice, consent, needs and interests applied to people with intellectual disability. These new forms of governance pose personal challenges at an individual level and political challenges to the collective of self-advocacy in its project for change in a globalising world.
The disability equality duty disabled people's toolkit: for disabled people enquiring about how a public authority has met its duty to promote disability equality
- Author:
- DISABILITY RIGHTS COMMISSION
- Publisher:
- Disability Rights Commission
- Publication year:
- 2006
- Pagination:
- 17p.
- Place of publication:
- Stratford upon Avon
This toolkit is for disabled people: As a disabled person you might find that a public authority you have contact with does not have a DES in place, or if it does it may not be meeting its other specific duties under the legislation, or it just isn’t meeting one or more elements of the general duty to promote disability equality. If you think that a public authority is not meeting its duties and you want to find out more information from them this toolkit can help. The toolkit is a series of standard letters which disabled people can use to ask further questions of public authorities they have an interest in. Copies should be kept of all correspondence.
Know your rights: the Disability Discrimination Act and how it affects you
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2004
- Pagination:
- 7p.
- Place of publication:
- London
The Disability Discrimination Act (or DDA) was passed in 1995. It aims to give equal rights to disabled people and stop discrimination, when disabled people are treated unfairly because they have a disability. The DDA has been made into law in stages. Disabled people will have more rights when the last part of the Act becomes law on 1 October 2004.
Partnership working between university researchers and self-advocacy organizations; 'a way forward for inclusion?’ in England and ‘Fine feathers make a fine bird’ in Flanders
- Authors:
- SCHOETERS Ludo, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 9(4), December 2005, pp.345-357.
- Publisher:
- Sage
- Place of publication:
- London
This article gives accounts of differing experiences of self-advocate partnerships in research with universities in England and Flanders. In England the partnership grew up within a local People First group built upon a personal working relationship with one support person. It is focused almost exclusively on empirical research and, because it is aimed at influencing policy and practice, questions of funding and control are to the fore. In Flanders the partnership is closely linked with the development of a national movement of self-advocates in which the university was a close ally. Research is important in both contexts but in Flanders the university is more clearly identified with the wider movement. Partnerships have their ups and downs but in both countries researchers with the label ‘learning difficulties’ wish to set their own agendas and place great importance on trust in their work with their support worker (England) or ally (Flanders).
Advocacy and people with learning disabilities in the UK : how can local funders find value for money?
- Author:
- RAPAPORT Joan
- Journal article citation:
- Journal of Intellectual Disabilities, 9(4), December 2005, pp.299-319.
- Publisher:
- Sage
- Place of publication:
- London
Advocacy schemes have been established throughout the United Kingdom (UK) but their evaluation by funders is varied. This article reviews the literature in respect of models of evaluation of advocacy schemes for people with learning disability. It discusses the six main models and the issues that arise in evaluation. The advantages and disadvantages of each model are analysed. The article concludes that whilst fears exist about the potential for evaluation to infringe advocacy schemes’ autonomy, funders need to undertake such a process for reasons of public accountability. Advocacy schemes may find it useful to consider which model of evaluation works best for them and will be appropriate and useful for their funders.