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Self-identity and the arts education of disabled young people
- Author:
- TAYLOR Margaret
- Journal article citation:
- Disability and Society, 20(7), December 2005, pp.763-778.
- Publisher:
- Taylor and Francis
This article is based on PhD research which has investigated the ways in which a group of disabled young students are being enabled, via their arts education, to engage in the process of self-realisation whereby negative and oppressive perceptions of disability have been identified and addressed via their artwork.
Enabling disabled doctors: scoping exercise
- Authors:
- MORGAN Laura, CHAMBERS Ruth
- Publisher:
- Disabled Doctors Action Group
- Publication year:
- 2004
- Pagination:
- 43p.
- Place of publication:
- Stoke-on-Trent
This report is on a piece of research commissioned by the Disabled Doctors Action Group. The project was a scoping exercise to derive information about sources of help and enablement for disable doctors who wish to work in the NHS and have a fulfilling career. The report also identifies gaps for future research. The Disabled Doctors Action Group evolved from a group of concerned champions acting on behalf of the delegates attending a seminar sponsored by West Midlands Deanery, BMJ Careers, Staffordshire University and NIMHE.
The importance of identity and empowerment to teenagers with developmental co-ordination disorder
- Authors:
- LINGHAM R.P., et al
- Journal article citation:
- Child: Care, Health and Development, 40(3), 2014, pp.309-318.
- Publisher:
- Wiley
Aims: The aim of the current study was to gain an understanding of the experiences and aspirations of young people living with Developmental Coordination Disorder (DCD) in their own words. Methods: Eleven young people aged 11–16 years with a prior diagnosis of DCD were identified from child health records of two participating NHS trusts. The sample included seven boys and four girls, from different socio-economic backgrounds living in different parts of one large urban area in England. In depth one-to-one semi-structured interviews and subsequent follow-up small group interviews were carried out with the young people. Interviews were enhanced using participatory arts-based techniques. All interviews were recorded verbatim and transcribed. Narrative data were analysed using Lindseth's interpretive phenomenology. Results: The central theme of ‘We're all different’ described how the young person saw themselves and encompassed the formation of identity. Subthemes illustrated the attitude of the young people to their day to day lives, their difficulties and strategies used by the young people to overcome these difficulties in school and at home. The attitude of the school to difference, the presence of bullying, the accepting nature of the class, teachers and peers were vitally important. Areas of life that encouraged a positive sense of identity and worth included being part of a social network that gave the young people a sense of belonging, potentially one that valued differences as well as similarities. Conclusion: The current work highlights the need for services to adopt a model of DCD where the young person talks about what they can do and considers strategies of overcoming their difficulties. This has implications for education and future intervention strategies that focus on fostering psychological resilience and educational coping strategies rather than simply attempting to improve motor skills (Publisher abstract)
Let's stick together
- Author:
- REID Tricia
- Journal article citation:
- Learning Disability Today, December 2008, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Briefly reports on the new leadership training course for disabled adults and parents of disabled children which is run by Partners in Policymaking. The course covers issues including health and education, person-centred planning and individual budgets. It also provides information and skills training so that people with disabilities and family members can speak for themselves.
Helping people achieve their full potential: improving specialist disability employment services: public consultation
- Author:
- GREAT BRITAIN. Department for Work and Pensions
- Publisher:
- Great Britain. Department for Work and Pensions
- Publication year:
- 2007
- Pagination:
- 88p., bibliog.
- Place of publication:
- London
Central proposals in the consultation include developing and enhancing the role of Disability Employment Advisers in Jobcentre Plus so that each individual gets support that is tailored to their needs to help them achieve their employment goals; and moving away from separate programmes of support such as the Job Introduction Scheme, Work Preparation and WORKSTEP towards a single integrated programme which provides a more personalised employment service for disabled people. The proposals in the consultation complement other major reforms by the DWP aimed at supporting those who need the most help to find, retain and progress in work; including the modernisation of Remploy, Pathways to Work and a Flexible New Deal all of which will offer additional specialist help for people with greater support needs.
Paying the piper and calling the tune: power and the direct payment relationship
- Author:
- LEECE Janet
- Journal article citation:
- British Journal of Social Work, 40(1), January 2010, pp.188-206.
- Publisher:
- Oxford University Press
This paper provides empirical evidence from original research, which investigated the impact on the support relationship of the direct employment of workers, by direct payment users. The study used a grounded theory approach, with questionnaires to measure job satisfaction and stress, and in-depth interviews with respondents. It explored and compared the experiences of eight direct payment relationships with eight traditional service delivery homecare relationships. The research reveals the importance of the concept of power in helping us to understand the effect of direct employment and, based on this research, makes some suggestions for policy and practice.