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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)
Identifying the key concerns of Irish persons with intellectual disability
- Authors:
- IRIARTE Edurne Garcia, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(6), 2014, pp.564-575.
- Publisher:
- Wiley
Aims: This paper aims to define the key concerns of adults with an intellectual disability in relation to their participation in society using an inclusive research strategy for both data gathering and data analysis. Methods: A national study involving 23 focus groups and 168 persons was conducted in Ireland with people with intellectual disability as co-facilitators. Findings: A thematic content analysis was undertaken of the verbatim transcripts initially by university co-researchers, and 19 themes were identified. Co-researchers with intellectual disability joined in identifying the eight core themes. These were as follows: living options, employment, relationships, citizenship, leisure time, money management, self-advocacy, and communication. Discussion: The concerns are discussed within the framework of the United Nations Convention for the Rights of Persons with Disabilities, and implications for transforming service policy are drawn. (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.
No Longer Researching About Us Without Us: a researcher's reflection on rights and inclusive research in Ireland
- Author:
- JOHNSON Kelley
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(5), September 2009, pp.250-256.
- Publisher:
- Wiley
This essay on ‘No Longer Researching About Us Without Us’, an innovative national project which aimed to develop inclusive research with people with intellectual disabilities in the Republic of Ireland, is the author’s personal reflection, as co-ordinator of the project, on work undertaken by and with people with intellectual disabilities during its 18-month life span. Using two examples from the project, focusing on a coffee shop in a small community, and bullying, this paper explores links between the inclusive research aspect of the project, and the rights of people with intellectual disabilities to participate within their communities. As a result of ‘No Longer Researching About Us Without Us’, it was found that people with intellectual disabilities began to initiate and take action on some issues that were important to them, becoming stronger self advocates, resulting in the development of longer term changes in their role within one service in Ireland.
Supporting rights through research: development of a national research strategy for intellectual disability the national federation of voluntary bodies research strategy 2008–2013
- Author:
- TIERNEY Edel
- Journal article citation:
- British Journal of Learning Disabilities, 37(4), December 2009, pp.323-325.
- Publisher:
- Wiley
This short paper outlines a participatory process in the development of a national research strategy developed by the National Federation of Voluntary Bodies in Ireland, which includes 62 member organisations which provide services and support to people with intellectual disabilities, the objective of which was to develop a vision for the research activities over a 6 year time frame. The principles of this vision include: research to support the development of high quality support services; to promote and disseminate research among member organisations; to encourage collaboration in research; to conduct research that drives national policy; and to consult with service users. This paper also outlines the consultation process used.
Valuing People and research: outcomes of the Learning Disability Research Initiative
- Authors:
- GRANT Gordon, RAMCHARAN Paul
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.25-34.
- Publisher:
- Emerald
Prior to the launch of Valuing People (DH, 2001), Gordon Grant and Paul Ramcharan were appointed by the Department of Health as co-ordinators of the Learning Disability Research Initiative (LDRI). The LDRI was a £2m research initiative, funded through the Department of Health's Policy Research Programme, linked to the implementation of Valuing People. The LDRI was brought to a conclusion in November 2007. This paper summarises the main findings of the LDRI and includes a listing of the resultant 13 studies. Reference is made to Valuing People's main principles of rights, choice, inclusion and independence. The authors conclude by suggesting priorities for extending the evidence base.
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.
The human rights of persons with intellectual disabilities
- Editors:
- HERR Stanley, GOSTIN Lawrence O., KOH Harold Hongju, (eds.)
- Publisher:
- Oxford University Press
- Publication year:
- 2003
- Pagination:
- 551p.
- Place of publication:
- Oxford
This volume brings together two important contemporary social movements: human rights and disability rights. It analyses the global struggle to realize equality, dignity, and comprehensive human and civil rights for persons with intellectual disabilities. In twenty original chapters, contributors from a range of disciplines address the latest international developments in the field. These include international human rights standards and other sources of legal protection, nondiscrimination laws and the economics of equality, preventative technology, remediation and habilitation, and lifestyle choices and autonomy. The volume identifies recent international advances in their human rights and public policy positions, in addition to making recommendations for further advances at both the national and international levels. Although human rights are universal and persons with intellectual disabilities are entitled to protection under general human rights law, the authors argue that there are differences that must be taken into account in order that the intellectually disabled can enjoy even the most basic of rights. This volume explores the implications of altering the status quo, and offers policy-makers and professionals ways to learn from each other's innovations in protecting rights, implementing quality assurance measures, and applying the concepts of inclusion and the 'least restrictive environment'.
Valuing people: a new strategy for learning disability for the 21st century: white paper summary
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- London
The White Paper sets out how the Government will provide new opportunities for people with a learning disability, their families and carers. It is underpinned by four key principles: Legal and civil rights, people with learning disabilities have the right to a decent education, to grow up to vote, to marry and have a family, to express opinions, with help and support where necessary; Independence the starting presumption should be independence, rather than dependence, with public services providing the support needed to maximise this. Choice - people with learning disabilities want a real say in where they live, what work they should do and who looks after them; inclusion - enabling people with learning disabilities to do those ordinary things, make use of mainstream services and be fully included in local communities.
Commentary on “Evaluating service users’ experiences of using Talking Mats®”
- Authors:
- HARDING Celia, STEWART Alison
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.87-90.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide some thoughts following on from reading “Evaluating service users’ experiences of using Talking Mats®”. Design/methodology/approach: This commentary outlines some considerations for the continued discussions about how to engage people who have profound and multiple learning disabilities. Findings: The literature is not clear on the involvement of people with more profound and multiple learning disabilities, or for those who do not use much spoken language. Some papers have explored the notions of involvement and interpretation of pre-intentional communicators’ desires and interests. Originality/value: There needs to be a robust discussion across carer, academic and service user communities to consider what the communication rights and needs are for people who have profound and multiple disabilities. (Edited publisher abstract)