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Participation of adults with learning disabilities in the 2015 UK General Election
- Authors:
- JAMES Elaine, HARVEY Mark, HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.65-71.
- Publisher:
- Emerald
Purpose: People with learning disabilities may experience discrimination which prevents them from exercising choice and control over their right to participate in democratic processes. The paper aims to discuss this issue. Design/methodology/approach: Taking data collected by social workers during a campaign from the 2015 UK General Election, this paper analyses the variables associated with higher rates of democratic participation by people with learning disabilities. Findings: The present authors undertook secondary analysis on data collected by social workers supporting adults with learning disabilities who were living in community housing units. In total, 1,019 people with learning disabilities who were living in 124 community housing units in one English county gave consent to participate. In total, 84 per cent were registered to vote and 26 per cent cast a vote on polling day. People were significantly more likely to cast a vote if they lived in a housing unit where they understood their rights (Wald χ2 =4.896, p=0.027). Practical implications: The analyses are consistent with the hypothesis that supporting people with learning disabilities to understand their right to participate in elections increases the likelihood they will cast a vote on a polling day. There are practical implications from this finding for commissioning practices, support planning, and education of health and social care practitioners. Originality/value: This is the first study of this size which examines data from people with learning disabilities on their experience of democratic participation and the role of social work. (Edited publisher abstract)
An inquiry by social workers into evening routines in community living settings for adults with learning disabilities
- Authors:
- JAMES Elaine, HARVEY Mark, MITCHELL Rob
- Journal article citation:
- Practice: Social Work in Action, 30(1), 2018, pp.19-32.
- Publisher:
- Taylor and Francis
Significant progress has been made since the 1980s in supporting adults with learning disability to live independent lives in the community. In 2012, the Department of Health in England announced the latest policy initiative to further invest in community support for people with learning disabilities, Transforming Care. Building the right community supported living setting for people does not in isolation provide for a comprehensive strategy towards achieving a paradigm shift in how people with learning disabilities experience their full right to inclusion in their communities. This article reports on the findings from a practice inquiry into the quality of life experienced by people with learning disabilities. Social workers chose the focus of the inquiry to be on people’s evening routines to answer the question - were people living in the community experiencing independence or did institutional routines define their lives. The findings were that 69% of people with a learning disability were either in bed or were ready for bed. There was evidence that institutionalised routines existed in the settings with an association between an early evening meal time and the person being ready for or in bed. Implications for social work practice are discussed. (Edited publisher abstract)