Search results for ‘Subject term:"learning disabilities"’ Sort:
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Participation in daily life for adults with profound intellectual (and multiple) disabilities: how high do they climb on Shier’s ladder of participation?
- Authors:
- TALMAN Lena, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 25(1), 2021, pp.98-113.
- Publisher:
- Sage
- Place of publication:
- London
Participation is the goal of Swedish disability policy, but it is difficult to achieve for adults with profound intellectual (and multiple) disabilities (PI(M)D). Since these adults are dependent on others in every aspect of their lives, others control their ability to participate in everyday life decisions. This study used observations, analyzed with Shier’s ladder of participation, to elucidate and describe participation in daily life for adults with PI(M)D living in a group home. The results showed that the adults often reached the first three levels of Shier’s ladder, one adult reached the fourth level once, and no one reached the fifth level. Participation on a higher level, therefore, seems hard to reach for adults. Staff members’ attitudes toward the adults’ capability can also be a barrier to participation. Applying Shier’s ladder of participation can provide valuable information that might lead to increased participation in daily life for adults with PI(M)D. (Edited publisher abstract)
Using photovoice to include people with profound and multiple learning disabilities in inclusive research
- Author:
- CLULEY Victoria
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.39-46.
- Publisher:
- Wiley
Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of people with learning disabilities is a welcome and much needed change. While there has been many valuable inclusive researches carried out in the past 10–15 years, much of this research has included people with mild and/or moderate learning disabilities. Far less published research has included people with profound and multiple learning disabilities. Materials and Methods: This research article outlines how the visual method ‘photovoice’ can be successfully used to include people with profound and multiple learning disabilities in the research process. Results and discussion: It is argued that inclusive research is often limited by the choice of research methods, which result in the exclusion of people with profound and multiple learning disabilities from the research process. The article advocates a mediated and flexible approach to inclusive research that embraces and supports the needs of all involved. A practical example of photovoice research with people with learning disabilities demonstrates how this can be achieved. Conclusion: When planning inclusive research, researchers should be mindful of both the variety of needs that people with learning disabilities can bring to the research process and the need to tailor methods to these needs. Such action requires a flexible approach to the inclusive research process. (Publisher abstract)
Commentary on experiential learning: changing student attitudes towards learning disability: how can we reduce exclusion further?
- Author:
- HARDING Celia
- Journal article citation:
- Tizard Learning Disability Review, 19(3), 2014, pp.118-121.
- Publisher:
- Emerald
Purpose: This commentary provides some thoughts on the paper “Experiential learning: changing student attitudes towards learning disability”. It outlines some considerations for the continued development of using service users in tertiary education as educators. 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 in tertiary level teaching. Originality/value: A further cultural shift is needed to ensure that all people with learning disabilities regardless of their communication style have the opportunity to share their experiences within a teaching and learning context. (Edited publisher abstract)
Dramatizing physical education: using drama in research
- Author:
- FITZGERALD Hayley
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.253-260.
- Publisher:
- Wiley
Using drama in research means people who communicate in different ways can take part in research. This article discusses a research project that adopted a number of data generation strategies, including a drama pilot project. The article focuses on the drama pilot project by reviewing the processes involved in working with drama as a research approach. Issues concerning the process of transcription and the competing discourses of research and engaging in a creative performance are discussed. A number of challenges encountered in the drama pilot are also identified, but the author argues that the technique remains a worthwhile and relevant strategy for engaging with many students, including those experiencing severe learning disabilities.
Researching learning difficulties: a guide for practitioners
- Authors:
- PORTER Jill, LACEY Penny
- Publisher:
- Paul Chapman
- Publication year:
- 2005
- Pagination:
- 189p.,bibliog.
- Place of publication:
- London
This book is for researchers, teachers and other professionals working with children and people with learning difficulties. It will enable them to: access research in learning difficulties, drawing on other disciplines; understand different types of research methodology and their strengths and limitations; examine how researchers must consider the constraints on methodology because of the characteristics of the field; and understand the particular issues of small-scale research and participatory research; and explore new methodologies that are developing in the field. The authors recognize that there are tensions, especially the difficulty of validating research on small varied populations in a wide range of schools, community and other settings . The book will also help readers to critically evaluate the implications of research reports for their own practice.
Too many pages: SCOVO's guide to involving services to make services better
- Authors:
- STRONG Gwynneth, HEDGES Yvonne
- Publisher:
- Standing Conference of Voluntary Organisation for People with a Learning Disabil
- Publication year:
- 2000
- Pagination:
- 34p.
- Place of publication:
- Cardiff
Examines how voluntary organisations for people with learning disabilities can involve their service users. Sees user involvement as comprising four stages: information, consultation, participation, and sharing power and control.
Inclusive research with people with learning disabilities: past, present and futures
- Authors:
- WALMSLEY Jan, JOHNSON Kelley
- Publisher:
- Jessica Kingsley
- Publication year:
- 2003
- Pagination:
- 256p.,bibliog.
- Place of publication:
- London
The authors explain how lessons learnt from inclusive research in the learning disability field are applicable to others working with marginalized groups. They examine the origins and the process of inclusive research, describing how and why it takes place, who carries it out, who funds it, how it is designed and how it relates to policy and practice. They look at the challenges inherent in this work, such as balancing the voice of the researcher with that of disabled participants and clarifying roles within research projects, and explore how it can become more inclusive and empowering. Providing information and advice to researchers, policy makers and students as well as other health and social care professionals, this book presents a comprehensive examination of participative research in social care.
Power-sharing brings greater satisfaction
- Author:
- WOOD Dave
- Journal article citation:
- Nursing Times, 22.4.98, 1998, pp.54-55.
- Publisher:
- Nursing Times
Explains how a community trust involving services users with learning difficulties and their parents in appointing staff is having outstanding results.
Big Plans: a guide for meaningfully engaging people with learning disabilities in the development of their plans
- Author:
- HUMANLY
- Publisher:
- Humanly
- Publication year:
- 2018
- Pagination:
- 70
- Place of publication:
- London
A toolkit to support social workers in working with people with learning disabilities and/or autism to plan for important moments in their lives, for example transition into adulthood or moving out of hospital back into the community. It includes a suggested step-by-step process, as well as specific activities for engaging individuals with learning disabilities and/or autism directly, rather than relying on those around them. Sections cover: Getting to know an individual through direct observation; Learning more about an individual from experts; Using creative activities to know individuals better; Creating a Personal Portrait that captures an individual’s needs and preferences; Using the Personal Portrait in planning; Testing options with an individual and capturing reactions; and Reviewing an individual’s experience on an ongoing basis. The toolkit was developed by Humanly and co-designed with the Shropshire team to support sites in the Named Social Worker programme, which was funded by the Department of Health and Social Care and run in partnership by the Innovation Unit and the Social Care Institute for Excellence. It has been designed to be suitable for a wide range of people with learning disabilities and/or autism, including people with complex needs and non-verbal communication.
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)