Search results for ‘Subject term:"learning disabilities"’ Sort:
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Why are conferences "Sometimes about us, without us"?
- Authors:
- FRAWLEY Patsie, BIGBY Christine, FORSYTH Heather
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(4), December 2006, pp.249-251.
- Publisher:
- Taylor and Francis
In this article the authors identify a number of issues, and make suggestions, of how to make conferences about people with learning disabilities to be more accessible to people with learning disabilities. The article is based on their involvement with the Australasian Society for the Study of Intellectual Disability (ASSID) National Conferences.
Self-advocates have the last say on friendship
- Authors:
- McVILLY Keith R., et al
- Journal article citation:
- Disability and Society, 21(7), December 2006, pp.693-708.
- Publisher:
- Taylor and Francis
This study reports the friendship experiences and aspirations of adults with intellectual disabilities. The findings of a larger study were reviewed by an expert group of self-advocates with intellectual disability. The expert group confirmed some of the interpretation of the original data and expanded on issues. Friendship is established as an issue of concern among adults with intellectual disability. Consequently, policy makers and service providers need to be intentional about providing support for friendships. Participants asserted a positive self identity of being a person with intellectual disability and how this could be a basis for friendship. Also, people with intellectual disability demonstrated how they should be considered experts in their own life experience and how they can be effectively included in the formulation, implementation, analysis and review of research.
Doing it for themselves: learning difficulties progress, self advocacy and 60 years of Mencap
- Author:
- SALE Anabel Unity
- Journal article citation:
- Community Care, 23.11.06, 2006, pp.32-33.
- Publisher:
- Reed Business Information
With memories of long-stay hospitals beginning to recede and a broad consensus for policies promoting self-advocacy and employment, people with learning difficulties are facing a brighter future than at any time in the past. This is the situation as Mencap celebrates its 60th anniversary
Patterns of culture and power after 'The Great Release': the history of movements of subculture and empowerment among Danish people with learning difficulties
- Author:
- BYLOV Frank
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.139-145.
- Publisher:
- Wiley
This article discusses the history of self-advocacy in Denmark. It also gives some information about how services for people with learning difficulties in Denmark have changed over the past 100 years. The author discusses the different types of self-advocacy groups that have grown in Denmark. He describes how these movements have developed in 'generations'. Three 'generations' are identified: movements of cultural role transgression; movements of self-advocacy; and movements of political empowerment. The author draws on theory to help explain some of the developments that self-advocacy groups in Denmark have been through during their history.
Exploring experiences of advocacy by people with learning disabilities: testimonies of resistance
- Editors:
- MITCHELL Duncan, et al, (eds.)
- Publisher:
- Jessica Kingsley
- Publication year:
- 2006
- Pagination:
- 224p.
- Place of publication:
- London
This text charts the course through which people with learning disabilities have become increasingly able to direct their own lives as fully active members of their communities. Accounts from the UK, Australia, Canada and Iceland consider both the individual pioneers of self advocacy and local and national groups that have been set up to work actively towards improved services for people with learning disabilities. The book also examines what self-advocacy means for these people and provides an overview of how opportunities and services have changed for them over the decades.
Narrating, writing, reading: life story work as an aid to (self) advocacy
- Author:
- MEININGER Herman P.
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.181-188.
- Publisher:
- Wiley
In this article the author focuses on core activities involved in life story work: narrating, writing and reading. He tries to gain a better understand of these activities by arguing that they are not merely communication processes in which clinical information or knowledge is transferred. First the author explores what professionals really mean when talking about 'life stories of clients'. He then explores from a philosophical and ethical perspective, the meaning and complexity of the activities that constitute life story work and the competencies and moral qualities it demands. In conclusion, the question: does life story work help and for whom? is explored. The discussion of life story work is positioned in the context of the developments in the Dutch advocacy movement.
Good support: a training pack for self advocacy groups to train their support workers
- Authors:
- COWIE Julia, Le-SURF Mike
- Publisher:
- Values into Action
- Publication year:
- 2006
- Pagination:
- 120p., DVD
- Place of publication:
- London
This training course is for self advocacy groups to use to help train their support workers. It is designed to help meet the needs of self advocacy groups for trained supporters, and the need of supporters for training.
A new movement in an old bureaucracy: the development of self-advocacy in the Czech Republic
- Author:
- SISKA Jan
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.139-145.
- Publisher:
- Wiley
The author describes how self-advocacy has grown in the Czech Republic, and provides an overview of its relatively short history within the broader context of political and administrative change toward community-based services, and the slow process of de-institutionalisation. The development of the country's first self-advocacy group is also described. The author highlights the importance of the systematic support for self-advocacy groups in the Czech Republic.
Is my story so different from yours? Comparing life stories, experiences of institutionalization and self-advocacy in England and Iceland
- Authors:
- HREINSDOTTIR Eyglo Ebba, et al
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.157-166.
- Publisher:
- Wiley
This paper uses oral history and documentary materials to develop a cross-cultural comparison of the experiences of two self-advocates who spent significant parts of their lives in learning difficulty institutions in England and Iceland. Anne Lewthwaite from England, and Eyglo Ebba Hreinsdottir from Iceland, born in the same era (1948–1950) researched and recorded their life stories and in May 2004, jointly presented these at an Open University Conference. Their stories bring to life the history of the institutions and the experiences of those who 'spoke up' and challenged the system long before formal self-advocacy groups were established. Alongside this oral history work policy developments in each culture are described and compared to provide context to their life histories. The findings also highlight important similarities and differences between the two cultures in terms of the history of learning difficulty. The women's experience of participating in cross-cultural oral history work is discussed together with the contribution of a comparative approach in furthering historical understanding of self-advocacy.
Japanese culture and the philosophy of self-advocacy: the importance of interdependence in community living
- Author:
- TSUDA Eiji
- Journal article citation:
- British Journal of Learning Disabilities, 34(3), September 2006, pp.151-156.
- Publisher:
- Wiley
This article explores the relationship between the philosophy underpinning self-advocacy and Japanese culture. It considers the variety of self-advocacy groups that have grown in Japan, and the context in which they have emerged. Elements of Japanese culture present a specific set of challenges for the values and ideas driving the global self-advocacy movement. The article examines the ways in which these ideas may need to be negotiated in order to support greater community living for people with learning difficulties.