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Inclusion or outcomes? Tensions in the involvement of people with learning disabilities in strategic planning
- Authors:
- FYSON Rachel, FOX Liz
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.239-254.
- Publisher:
- Taylor and Francis
Social inclusion is a key principle that underpins the provision of services for people with learning disabilities in England. Learning Disability Partnership Boards, which are responsible for local strategic planning of learning disability services, hold a particular role in promoting inclusion since they are required both to operate inclusively and to achieve inclusive outcomes. This study sought to explore the extent to which these ambitions for inclusion were being achieved. It consisted of three phases: a scoping exercise to elicit the views of key stakeholders; a postal survey of Partnership Boards (response rate 51%); and semi-structured interviews with Partnership Boards members in six local authorities. Findings suggest that Partnership Boards are struggling to fulfil their dual role, with tensions emerging between the desire to operate in fully inclusive ways and the ability to affect strategic change within local services. (Publisher abstract)
We matter too
- Author:
- LEARNER Sue
- Journal article citation:
- Children Now, 15.6.05, 2005, pp.22-23.
- Publisher:
- Haymarket
Examines the positive impact the Caverstede Early Years Centre in Petersborough has had on disabled children. Inclusive childcare is noted to be the success of the centre that strives to help children of mixed disabilities; autism, Down's Syndrome, hearing and sight impairments, language and communication disorders and behavioural problems among them.
Learning disability market position statements, are they fit for purpose?
- Authors:
- BROADHURST Sarah, LANDAU Keri
- Journal article citation:
- Tizard Learning Disability Review, 22(4), 2017, pp.198-205.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to review whether current learning disability market position statements (MPS) are actually helping to shape the market and explore their implications for people with learning disabilities and their families. Design/methodology/approach: Published learning disability MPS were identified via the Institute of Public Care’s MPS database. The quality of the MPS was analysed using a good practice checklist developed by a range of stakeholders. Findings: Learning disability MPS are not currently fit for purpose. They demonstrate that local authorities are not fully engaging in their market-shaping duties, as required under The Care Act 2014. It is suggested that this is in part due to the lack of recognition that market shaping is a council-wide responsibility and can only be successful if senior officers across the council (and their partners) acknowledge this and are held accountable. Unless this happens, people with learning disabilities will continue to lack the enablers that support them to lead the lives they choose in their communities. Originality/value: This is the first review of the quality and potential impact of learning disability MPS. (Edited publisher abstract)
Who cares? The impact of ideology, regulation and marketisation on the quality of life of people with an intellectual disability
- Author:
- JACKSON Robin
- Publisher:
- Centre for Welfare Reform
- Publication year:
- 2015
- Pagination:
- 49
- Place of publication:
- Sheffield
This report explores the recent history of services for people with intellectual disabilities (or learning disabilities) in the UK. It argues that services are slipping into the same institutional practices that were common at the beginning of the twentieth century. The reasons for this backward drift in policy and practice include: ideas like inclusion and normalisation have been interpreted in an overly simplistic manner, with one experience of disability dominating all other experiences; some forms of disabled people rights activism may exclude people with intellectual disability; charities are now largely service providers and increasingly passive in the face of pressure from government; regulation has led to increased bureaucracy and poorer human relationships; the marketisation of social care has eroded quality of support and reduced salaries, skills and securities; technological solutions are increasingly seen as the only solution to a funding crisis; and the dependence on private-sector care homes. The report urges to abandon the sterile academic debate about the meaning of inclusion; protect those parts of the social and health care sector that provide high quality services; and reform the disability charities sector to ensure they defend more effectively the interests of the populations they represent. (Edited publisher abstract)
Equality and inclusion for learning disability workers
- Authors:
- FULTON Rorie, RICHARDSON Kate
- Publisher:
- Learning Matters; British Institute of Learning Disabilities
- Publication year:
- 2011
- Pagination:
- 62p.
- Place of publication:
- Exeter
This textbook is for social care staff working with people with learning disabilities and looks at the importance of equality and inclusion in learning disability services. Chapters look at the importance of diversity, equality and inclusion in social care and what current good practice is; how to make sure you are putting principles into practice in your every day work; and how to promote and access the information, advice and support you need about equality and inclusion. Chapters contain clear learning objectives, thinking points prompt reflection, examples of good practice and activities. The book also links to Level 2 and 3 Diplomas in Health and Social Care and the Common Induction Standard 4, Equality and Inclusion.
A tale of two white papers: policy documents as indicators of trends in UK services
- Author:
- RACE David G.
- Journal article citation:
- Journal of Intellectual Disabilities, 11(1), March 2007, pp.83-103.
- Publisher:
- Sage
- Place of publication:
- London
Cross-cultural differences in governance and policies for learning disability services are of interest. This article focuses on two UK government policy documents issued in 1971 (Better Services)and 2001 (Valuing People).Their context, creation, principles, proposals and proposed implementation are examined, and lessons are drawn for an international audience as to the changing nature of services in the UK. The analysis reveals a move from a detailed and prescriptive policy in 1971, largely defined by professionals and bureaucrats, and aimed primarily at families with a disabled member, to statements of broad principles in 2001, devised in consultation with and aimed at a range of groups, including disabled people themselves. The article acknowledges progress in individual rights and choices for people with learning disabilities, but raises doubts about how significant this is in achieving a qualitative improvement in their lives. Some of these doubts relate to the governance process itself.
Social inclusion of LGBTQ and gender diverse adults with intellectual disability in disability services: a systematic review of the literature
- Authors:
- SMITH Elizabeth, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.46-59.
- Publisher:
- Wiley
Background: Lesbian, gay, bisexual, transgender, queer (LGBTQ) and gender diverse adults with intellectual disability experience exclusion within disability services. Objective: This review explores the experiences of social inclusion/exclusion of this cohort in the context of disability services. Search Method: A systematic search was conducted of peer-reviewed research published between January 2014 and April 2019. Five databases returned 66 articles plus three from hand searches. Appraisal and Synthesis: Nine articles were included in this review. The Critical Appraisal Skills Programme tool was used to assess the quality of the research. NVivo 12 was used as a tool to organise the articles. Results: Marginalisation of LGBTQ adults with intellectual disability in western societies is mirrored in disability organisations. There remains a dearth of research into experiences of transgender people with intellectual disability who use disability services. Conclusions: Research into interventions that support the inclusion of this cohort in disability support services is needed. (Edited publisher abstract)