Subversive political praxis: supporting choice, power and control for people with learning difficulties

This paper is drawn from research conducted with gay and bisexual men with learning difficulties, a project that included participants' various struggles to self-identify within these alternative sexualities. Significant parts of this identity work were mitigated by participation in what is referred to here as 'politically radical support groups'. Three facilitators of these groups, professionals in the areas of sex education, were interviewed and a common itinerary was uncovered, namely a subversive and political praxis. At its heart, such praxis argues that educational endeavours for people with learning difficulties must not only account for disabling practices, but more importantly, maximally prioritise the mitigation of such prejudice within educational activities. Furthermore, it is argued that political praxis is not merely theoretical; six practical strategies are offered. In these ways, caregivers are offered concrete approaches to (genuinely) support the choice, power and control for people with learning difficulties.     

Men with learning difficulties doing research: challenging views of learning difficulties

This paper explores the views of men with learning difficulties living in a secure environment. Reflecting findings from a doctoral thesis based upon a research project where the participants looked at the processes and concepts of research, the dialogues within the study were analysed using critical discourse analysis. Thesis aims relevant here include investigating given ‘truths’ about the positives of having a learning disability. The men are not only categorised as having a learning difficulty, but also have the added stigma of being offenders, and commonly having mental health issues which expose them to the worst of myths surrounding learning difficulty. Despite this, the findings suggest that the men are very positive about their lives – reporting that they have many attributes and talents – and view having a learning difficulty as an advantage at times. This affirms Foucauldian ideas on the way that dominant knowledge may be challenged.     

The Structure and Content of Social Inclusion: voices of young adults with learning difficulties in Guangzhou

The aim of the research described here was to examine the issue of social inclusion in relation to young people with a learning difficulty in Guangzhou. Ten families were included in this study based on their willingness to participate. The young people had to be over the age of 16 and not attending school. In each family the young person and a family carer (usually one of the parents) was interviewed separately. The article focuses mainly on the experience and words of the young people who express their feelings towards work and other social contacts. The conclusion is that despite greater government awareness of the needs of people with a disability, and the formulation of social and economic policies designed to encourage inclusion this is far from happening at grassroots level.     

The role of self-advocacy in work for people with learning difficulties

This paper explores the relationship between self-advocacy and work for people with learning difficulties [1]. Explorations are based mainly on a participant observation study in which members of a self-advocacy group for people with learning difficulties included the researcher in their regular meetings. Discussions about work, most broadly defined as meaningful activity which makes a contribution to society, emerged as a critical preoccupation. We examine the importance of self-advocacy as a vehicle for people with learning difficulties who want to remove or circumvent barriers which surround their employment. Our research shows that understanding the role of self-advocacy in relation to work creates many development opportunities for both disabled employees and their prospective, or actual, employers. It is suggested that self-advocates can themselves achieve change in employers' attitudes by challenging oppressive images of people with learning difficulties in the workplace. It is hoped the paper will advance recognition of the importance of self-advocacy for maximising the participation of people with learning difficulties in work, and for acceptance of their status as workers.     

Real Jobs: the perspectives of workers with learning difficulties

In a central New Zealand region, 14 people with learning difficulties who were identified by disability agencies as successfully employed were interviewed. Semistructured interviews with the paid workers covered topics such as getting and learning their work, pay, choices about social opportunities and career paths. Interviews were transcribed and constant discussion, and challenging of qualitative data identified the following themes: the effect of paid work on lifestyles, how other people were important for support and workers' aspirations for the future. The effect of paid work has meant major changes for a few people by becoming independent of the benefit system and buying their own home. For other workers, it meant having to learn to use the public transport system and choosing their own social activities. Workers' perspectives were used to provide better understanding of the supports needed by adults with learning difficulties to enhance their employment rates and careers in the paid workforce.     

In the Frame: photovoice and mothers with learning difficulties

This paper presents the results of a photovoice project involving mothers with learning difficulties. Photovoice is a technique that challenges the established politics of representation by putting people in charge of how they document their own lives. The authors describe how the project was carried out and the problems they encountered. Analysis of the content of the mothers' photo albums in the context of their own personal stories throws light on both their individual lives and their collective experience. The results challenge discriminatory views of the women as different mums.     

Issues in the development of a computer-based safety programme for children with severe learning difficulties

In the last decade, professional interest in and awareness of the sexual abuse of children has increased dramatically and has led to the development of safety programmes which aim to teach children a range of personal safety skills (Tutty, 1992). These efforts have previously concentrated on children in mainstream schools, but there is growing recognition of the need for parallel concern for children in vulnerable groups such as those with learning difficulties. The present paper outlines the development of a personal safety prevention programme for children with severe learning difficulties. The programme has incorporated work by Tutty (1992, 1994) and others who argue for a more developmental view in designing such programmes. Concepts such as the child's understanding about authority figures and moral development have been integrated into the programme, which utilizes multi-media technology. As this is a computer-based programme, the reason for such a medium rather than previously implemented presentation (e.g. books, film) are discussed. Views of the participants evaluating the implementation of the teaching package are also described. © 1998 John Wiley & Sons, Ltd.     

Concepts of access for people with learning difficulties: towards a shared understanding

This article explores both the process and outcomes of a seminar series on the concept of access for people with learning difficulties. The seminar topics chosen to foster dialogue across professional and disciplinary boundaries included access to information, education, employment, the law, health, leisure, community, past histories and future plans. The seminars brought together people with learning difficulties and their support workers, researchers and professionals, to examine the expert knowledge of people with learning difficulties in negotiating access, the role of practitioners in mediating access and the contribution of research to understanding access. The aim was to develop a rich, shared understanding of the concept of access for people with learning difficulties. However, a huge amount of ‘access work’ had to be done to achieve this. The article discusses that access work and proposes a multidimensional model of access and ways of promoting it.     

A report of an intervention with staff in a hostel for people with learning difficulties

Abstract

This article is a report of a group designed to help staff in a hostel for people with learning difficulties. The group was led by the writer, who at that time was a clinical psychologist based at a local hospital and provided a service to clients and staff in a variety of situations. The group sessions are described, and the implications for leadership and contracting with the group briefly discussed     

Room at the academy? People with learning difficulties and higher education

This article considers the contributions of people with learning difficulties to an undergraduate degree programme in Learning Disability Studies at the University of Manchester. It begins with an evaluation of models of disability and their implications for the study and production of knowledge about learning disability. It then goes on to explore the role of people with learning difficulties—and the place of their experiences and knowledges—both on the Learning Disability Studies programme and within the academy. Drawing on the experience of the Learning Disability Studies programme, it argues for the inclusion of people with learning difficulties in learning, teaching and research.     

Insiders or Outsiders: normalisation and women with learning difficulties

This paper examines changing attitudes towards women with learning difficulties within the culture of normalisation. It builds on earlier critiques of the normalisation principle and, whilst welcoming these, argues the case for looking at women in particular. The authors review literature on sex education for people with learning difficulties to illustrate the ways in which gender has been ignored and women's sexuality has been treated. Writing from their perspective as lesbian feminists, they explore the oppressive nature of sex education in a culture that places a premium on normality. The paper ends with a discussion of alternative ways for women with learning difficulties to gain a sense of identity and belonging.     

Pseudo-science and Dividing Practices: a genealogy of the first educational provision for pupils with learning difficulties

Two of Michel Foucault's concepts are used to frame the analysis of the impact of the first dominant form of educational provision for pupils with learning difficulties. The historical background is that of elementary education a century ago and the conjuncture of two Royal Commissions whose deliberations effectively divided the school population into the normal and the exceptional. The definition which identified the exceptional pupil was faulty from the outset, but prevailed over several decades in legislation and secured the dominance of the medical profession in the field. At first, the recommendation for the location of educational provision was ambiguous. The London School Board employed the definition in a particular manner to establish a network of segregated special schools. That became the dominant model, but there was simultaneously available a successful example in another Board of inclusive education for the exceptional children which rejected both the definition and segregation.     

Who am I? Concepts of disability and their implications for people with learning difficulties

The relationship between concepts of disability, group membership and self-concept was examined. It was argued that people with learning difficulties have been categorised, by non-disabled people, as 'belonging' to a devalued social group with a rigid boundary based on IQ level. Findings from studies of self-concept have shown little evidence of a sense of belonging. It was suggested that people with learning difficulties may prefer not to identify with this social group because of the negative effect it may have on their self-esteem. The analysis based on intergroup and social identity theories proposed that people with learning difficulties may be encouraged in creating a positive self-concept by abandoning the IQ criterion for social categorisation; softening the boundaries between disabled and non-disabled people; and adopting collective rather than individual strategies for social change.     

Strategies for enhancing online teaching in social work education

ABSTRACT

In response to the growing importance of online education in social work education, this article describes the context of online teaching and learning in social work education. Online teaching and learning are further discussed in the context of historically Black colleges and universities (HBCUs). We emphasize the importance and need for trained faculty to teach in an online environment, particularly in HBCUs; offer an example of how the University of the District of Columbia, an HBCU, prepares its faculty to teach online; and conclude with specific strategies for online teaching and social work faculty. Finally, we provide recommendations for social work education.     

Ethical challenges in researching in group homes for people with severe learning difficulties: shifting the balance of power

Our aim in this paper is to open up debate about informed consent. We do this by presenting stories from group homes where staff have frustrated our research efforts and marginalised the interests of people with severe learning difficulties. We problematise normative ethics and argue that in some circumstances the basic principle of informed consent should be waived for employees of human service organisations. We maintain that, in such circumstances, researchers and an organisation’s senior managers can still act in a manner that is consistent with the broad aims of ethical regulation. We consider the role of Research Ethics Committees and suggest that in order to fully consider the conflicting interests of multiple stakeholders, the application of different ethical theories is required. A requirement for making balanced ethical judgements is to see outside the extant dominant view of ethical research standards and behaviour.     

The learning camera: A personalized learning model for online pedagogy in human services education

Abstract

This article describes the development of a personalized learning approach to human services online education that utilizes a “learning camera” as a metaphorical tool for undergraduate students’ development of knowledge, skills, and dispositions required for successful transition to professional practice. By highlighting students’ ongoing development as knowledge builders and constructivist learners, the online curriculum is enacted within each student’s area of interest and in their home communities. This “learning camera” model of online pedagogy for human services education is intended to serve as a resource for other institutions interested in praxis-oriented approaches to personalized online teaching and learning.     

Normalisation and 'Normal' Ageing: the social construction of dependency among older people with learning difficulties

This paper discusses the new phenomenon of the survival into old age of the increasing numbers of people with learning difficulties. This raises both theoretical and practical policy issues. In the UK health and social services for older people and for people with learning difficulties have followed quite different paths. One has been based on a limited, age discriminatory view of 'normal' ageing; the other has focused on a potentially liberating concept of normalisation. This distinction is being challenged by the advent of older people with learning difficulties, which is raising questions such as, what is the meaning of normalisation in older age? We focus on this key question, illustrating the different principles behind service provision for these two groups and argue that the concept of normalisation is flawed when applied to older people. The alternative of social integration is proposed as the basis for organising health and social services for both older people and those with learning difficulties.