Search results for ‘Subject term:"learning disabilities"’ Sort:
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‘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)
Intellectual disabilities, domestic violence and legal engagement
- Authors:
- DOUGLAS Heather, HARPUR Paul
- Journal article citation:
- Disability and Society, 31(3), 2016, pp.305-32.
- Publisher:
- Taylor and Francis
There is increasing recognition that legal responses to domestic violence can only be effective if those who implement the law – for example, child protection workers, police and magistrates – are also effective. This article draws on the narratives of women with intellectual disabilities to analyse their experiences of engaging with the legal system as a response to domestic violence. In particular, the article considers whether they have access to appropriate support to utilise the remedies afforded by the law on an equal basis to survivors without disabilities. In considering this the authors draw on the concept of supported decision-making, an approach recommended by the United Nations Convention on the Rights of Persons with Disabilities. (Edited publisher abstract)
A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability
- Authors:
- BROWNE Michael, MILLAR Michelle
- Journal article citation:
- Disability and Society, 31(8), 2016, pp.1064-1080.
- Publisher:
- Taylor and Francis
There is a basic principle that all children and young persons with intellectual disabilities should be able to enjoy citizenship on an equal basis with others. This includes enjoying personal dignity and exercising choice, control and freedom in social, community and cultural life, in keeping with their individual lifestyle preferences and aspirations. There is a need for a stronger human rights narrative to achieve this. This article identifies a conceptual framework for a rights-based approach to the integration of children and young persons with disabilities. Seven components of such a framework are identified: citizenship and social inclusion; recognition; agency; voice; capabilities; equality; and self-realisation. This framework was developed as part of an Irish case study involving consultation with young persons with intellectual disabilities, their parents or guardians and professional staff delivering support services. The rights of children/young persons with intellectual disabilities are essentially those of children generally. While this principle may be obvious in many respects, its implementation presents significant challenges. The need for a transformative narrative and its components are outlined. (Publisher abstract)
Voting and the Scottish referendum: perspectives of people with intellectual disabilities and their family and paid carers
- Authors:
- WILLIS Diane S., et al
- Journal article citation:
- Disability and Society, 31(7), 2016, pp.914-928.
- Publisher:
- Taylor and Francis
Voting is a human right for every citizen yet many people with intellectual disabilities do not vote or have little support to exercise their right to vote. This article explores views on the wider aspects of voting against the backdrop of the Scottish referendum using focus groups involving people with intellectual disabilities (n = 12), family carers (n = 7) and paid carers (n = 5). Findings revealed that people with intellectual disabilities had similar concerns to the general population about the referendum. Regarding voting, all groups identified the need to discuss issues and for practical support and accessible information to ensure informed choices were made when voting. (Publisher abstract)
A pilot evaluation of using symbol-based information in police custody
- Authors:
- PARSONS Sarah, SHERWOOD Gina
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.213–224.
- Publisher:
- Wiley
At least 20–30% of offenders within the criminal justice system (CJS) have learning disabilities or difficulties. This creates significant challenges in relation to meeting their information needs about rights, entitlements, processes and procedures. The authors report a pilot project where widgit Symbols were used to create more accessible information about rights and entitlements for people entering custody. The widgit Symbol custody sheets were used in two Hampshire Constabulary custody centres for a 4-week period and feedback gathered from 14 custody officers and inspectors. The views of 27 other important stakeholders, including young people with autism and their families, appropriate adults, and senior personnel within the CJS, were gathered about the sheets through interviews and focus groups. The reaction to the sheets was overwhelmingly positive with many participants suggesting that symbol-based information in custody could be rolled out nationally and also extended more widely to include other parts of the CJS. (Edited publisher abstract)
Vulnerability in custody: perceptions and practices of police officers and criminal justice professionals in meeting the communication needs of offenders with learning disabilities and learning difficulties
- Authors:
- PARSONS Sarah, SHERWOOD Gina
- Journal article citation:
- Disability and Society, 31(4), 2016, pp.553-572.
- Publisher:
- Taylor and Francis
Information provision and communication within the Criminal Justice System can be highly problematic for young people and adults with learning disabilities and difficulties. Paper-based communication is common, and is mandated for the provision of rights and entitlements in custody, but such communication can be poorly understood, potentially leading to miscarriages of justice. This article uses the piloting of a more accessible version of the rights and entitlements notice in custody to explore the communication practices with vulnerable detained persons from the perspectives of professionals within the Criminal Justice System. As a legally mandated text in a context heavily imbued with organisational power, the rights and entitlements notice in custody has sociological significance as a lens through which organisational practices, and understandings, can be examined. The stressful, fast-paced and transitional context of custody shapes communication and interaction in ways that are challenging for the detained person and also the professionals who support them. (Publisher abstract)