Social work students with disabilities are not getting the placements they need to complete their courses but CCETSW, the profession's training council has little power to intervene. Looks at what is needed.
Social work students with disabilities are not getting the placements they need to complete their courses but CCETSW, the profession's training council has little power to intervene. Looks at what is needed.
Presents theoretical and practical insights into the way society intervenes in the lives of disabled people. Also considers how resources could be used in ways that are more helpful and supportive, and ways in which services could be improved.
Presents theoretical and practical insights into the way society intervenes in the lives of disabled people. Also considers how resources could be used in ways that are more helpful and supportive, and ways in which services could be improved.
Subject terms:
law, intervention, learning disabilities, physical disabilities, rights, social care provision, visual impairment, counselling, deafness, equal opportunities;
Disability and Society, 18(5), August 2003, pp.625-642.
Publisher:
Taylor and Francis
This article seeks to explore some key questions about effectiveness in anti-discrimination work: what do we know of what works to reduce discrimination faced by disabled people? It takes, as its key focus, current work to reduce discrimination experienced by people who use mental health services, in Britain and internationally. It also looks at initiatives in wider disability communities. It argues on the basis of available evidence that initiatives are most likely to succeed if they effectively challenge the power that underpins discrimination, aim to transform beliefs amongst those with the power to discriminate, intervene carefully in the different components of 'discrimination', drawing on evidence of effectiveness and work within a comprehensive framework for ongoing anti-discrimination work. This means targeting anti-discrimination work at different levels and different sectors, working with a range of different organisations and groups, rather than dispersing resources through ad hoc, one-off mini-initiatives. There is no single solution to discrimination, but different elements of potential 'solutions' exist. What is needed is to bring different strands of work together. In particular, it would be helpful to forge a stronger synthesis between, on the one hand, securing legislative improvement and enforcement, and on the other, promoting the universal benefits of a more inclusive society. Each complements the other.
This article seeks to explore some key questions about effectiveness in anti-discrimination work: what do we know of what works to reduce discrimination faced by disabled people? It takes, as its key focus, current work to reduce discrimination experienced by people who use mental health services, in Britain and internationally. It also looks at initiatives in wider disability communities. It argues on the basis of available evidence that initiatives are most likely to succeed if they effectively challenge the power that underpins discrimination, aim to transform beliefs amongst those with the power to discriminate, intervene carefully in the different components of 'discrimination', drawing on evidence of effectiveness and work within a comprehensive framework for ongoing anti-discrimination work. This means targeting anti-discrimination work at different levels and different sectors, working with a range of different organisations and groups, rather than dispersing resources through ad hoc, one-off mini-initiatives. There is no single solution to discrimination, but different elements of potential 'solutions' exist. What is needed is to bring different strands of work together. In particular, it would be helpful to forge a stronger synthesis between, on the one hand, securing legislative improvement and enforcement, and on the other, promoting the universal benefits of a more inclusive society. Each complements the other.
Reports on how the Green Paper also promotes more inclusion of children with special educational needs (SEN) within mainstream schools and more involvement of and support for parents.
Reports on how the Green Paper also promotes more inclusion of children with special educational needs (SEN) within mainstream schools and more involvement of and support for parents.
Subject terms:
interagency cooperation, intervention, needs, parents, physical disabilities, policy, school children, school exclusion, special education, special educational needs, central government, children, education, equal opportunities, government policy;