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Progress on participation?: self-advocate involvement in learning disability partnership boards
- Authors:
- FYSON Rachel, McBRIDE Gordon, MYERS Brian
- Journal article citation:
- Tizard Learning Disability Review, 9(3), July 2004, pp.27-36.
- Publisher:
- Emerald
Aimed to gather information about the objective and subjective experiences of self-advocates attending learning disability partnership boards, in order to promote effective practices. Findings show that although people with learning disabilities were present at meetings a variety of barriers limited their ability to participate actively. Problems included lack of financial and practical help as well as the limited availability of accessible information. There were, however, examples of good practice, and many self-advocates were pleased at how local authorities were beginning to implement effective partnership working practices. Ways of supporting self-advocates and others with learning disabilities to fulfil a truly representative, rather than merely symbolic, function at meetings are discussed.
Real power? An examination of the involvement of people with learning difficulties in strategic development in Cambridgeshire
- Authors:
- DEARDEN-PHILLIPS Craig, FOUNTAIN Rob
- Journal article citation:
- British Journal of Learning Disabilities, 33(4), December 2005, pp.200-204.
- Publisher:
- Wiley
Securing meaningful involvement in service development and provision can be seen as a particular challenge for people with learning difficulties. This paper is written from the perspective of Speaking Up – a voluntary organisation that has developed the 'Parliament' model to give people with learning difficulties a strong collective voice. Through self-advocacy taking the leading role in shaping the way people with learning difficulties and statutory providers communicate, it is argued that the Parliament model enables people with learning difficulties to genuinely influence services. After considering the link between self-advocacy and user-involvement, this paper describes the Parliament as it has developed in Cambridgeshire and discusses whether what has been achieved represents a real increase in power for people with learning difficulties. It concludes with a short assessment of the potential for replicability of the Parliament as a model for other areas of the UK.
Making the jump: transition to work; a guide to supporting adults with learning difficulties make the jump from education to employment
- Author:
- JACOBSEN Yola
- Publisher:
- National Institute for Adult Continuing Education
- Publication year:
- 2002
- Pagination:
- 136p.
- Place of publication:
- Leicester
The “Making the Jump” project is about how people with learning difficulties can move on from courses and training for work to actually getting a job. During the project the NIACE project workers visited colleges, adult education centres, supported employment organisations and self-advocacy organisations. Where people with learning difficulties were being helped to make the jump to work, different organisations like colleges and supported employment agencies worked together to make this happen.