'Real Jobs', 'Learning Difficulties' and Supported Employment

Supported employment is now regarded as a major vehicle for enabling people with 'learning difficulties' to enter employment. The purpose of this paper is to use the evidence provided by three case studies of people with 'learning difficulties' who have participated in supported employment to critically examine its fundamental premises. The paper argues that the influences of normalisation theory and the US model of supported employment have combined in the UK to form a variant of supported employment which, in pursuing the concept of 'real job', fails to adequately address the consequences of impairment.     

“I was Excited by the Idea of a Project that Focuses on those Unasked Questions” Co‐Producing Disability Research with Disabled Young People

In this article, we detail the politics and practicalities of co‐produced disability research with disabled young people with life‐limiting and life‐threatening impairments. We centre an ESRC‐funded arts‐informed co‐produced research project that has brought together a Co‐Researcher Collective of disabled young people. Co‐production is an established approach; however, our co‐researchers have led us to develop inclusive research practices that engage with online social research methods in innovative ways. As we detail our experiences, we aim to encourage disability studies researchers and others to adopt virtual environments when researching with and for the lives of disabled people.     

Which Label? An Investigation into the Effects of Terminology on Public Perceptions of and Attitudes towards People with Learning Difficulties

There is much rhetoric around the damaging effect of certain labels applied to people with learning difficulties. This empirical study investigated the effect of three different labels in current usage on public perceptions of the groups so labelled. The labels contrasted were 'mentally subnormal', 'mentally handicapped' and 'people with learning difficulties'. Three independent groups of subjects were presented with an attitude questionnaire. This included a semantic differential scale to ascertain a stereotype of the labelled group, a social distance scale, and a series of questions to tap attitudes regarding people's abilities and rights. Each group was questioned with reference to one of the three labels only. A total of 111 subjects took part. The main findings supported the view that the term 'learning difficulties' is associated with more positive attitudes than either of the other labels which do not significantly differ from each other. However there was also evidence that people labelled as having 'learning difficulties' were thought to be less deserving of special provision. The implications of these findings are discussed in relation to present and future uses of labels.     

Research project on advocacy and autism

This article presents the findings of a qualitative research project about the difficulties in accessing advocacy faced by adults labelled as having autism and Asperger's Syndrome in the Northwest of England. It is also an example of partnership working between three organisations. The article examines both the process of team-led (emancipatory) research and the project findings. Seven main themes emerged throughout the research: late diagnosis and lack of service support; bad experiences with systems of care; feelings of 'not belonging' (identity issues); barriers around communication and sensitivity towards individuals; lack of awareness and access to advocacy and rights; difficulties of 'fitting into' what is already available; and interest in developing knowledge around advocacy. Examination of the main themes pointed to a disturbing link between poor service response, episodes of crisis and mental ill health. The Carlisle People First Research Team is made up of 6 researchers who are labelled as having 'learning difficulties' who work in partnership with one other researcher.     

On the Road to Damascus: First Steps towards Changing the Relations of Disability Research Production

This paper distinguishes between participatory and emancipatory research, and discusses how both differ from other research practice. A further distinction is made between material and social relations of disability research production. It is argued that, although there are significant constraints imposed by the material relations of research production, genuine progress can still be made in changing the social relations of disability research. Based on the experience of doing research commissioned by organisations of disabled people and other work carried out within a framework of 'user's perspectives' on services and policy, the discussion focuses on the lessons we have learnt-and those we still need to learn-about how to change the relations of research production. Consultation between researchers and disabled people, subjecting research to critical scrutiny, and making researchers accountable to disabled people are suggested as key issues in the development of participatory research.     

Using Autobiographical Approaches with People with Learning Difficulties

Biography and autobiography have been used in numerous ways to represent people with learning difficulties. In this paper we review a variety of approaches to biography and autobiography with people with learning difficulties, and discuss the roles researchers play. The paper ends with a discussion of the potential of autobiography as a means to change the power relationships in disability research.     

Normalisation, Emancipatory Research and Inclusive Research in Learning Disability

In this article I set out to trace the influence of two major sets of ideas: normalisation/srv, and the social model of disability on inclusive research in learning disability. The argument is that normalisation set the agenda for learning disability research for two or more decades. Inclusive researchers continue to apply normalisation thinking to work with people with learning difficulties, particularly in assuming the role of advocate - offering people the opportunity to take on valued social roles and assuming responsibility for promoting positive images. Latterly, a number of researchers have tried to rise to the challenges posed by emancipatory research, particularly in attempting to find ways to put people with learning difficulties in control. This illustrates the influence of thinking emanating from disability studies. However, the paper shows that whilst some ideas from emancipatory research have been applied in learning disability, there are debates in the disability literature that have not been addressed in learning disability research to date. The result is that inclusive research in learning disability is in danger of being marginalised, both in the context of disability studies and in the context of the broad sweep of learning disability research.     

Personal and Political: A Feminist Perspective on Researching Physical Disability

Feminist theory and methodology have much to offer in understanding how disability research has been experienced as alienated research by disabled people. However, feminist research has failed to apply its principles to disability and disabled women's subjective reality has found no place in mainstream feminist work. The paper identifies the challenges for feminism in addressing the interests and reality of disabled women, asserting that it is not helpful to focus on 'double disadvantage'. Disability research itself has much to learn from feminist methodology, in particular the principle of making the personal political. The role of non-disabled researchers as allies of disabled people is discussed, and the importance of research which turns the spotlight on the way in which non-disabled society oppresses disabled people. Finally, it is asserted that disability research and politics are of general relevance because the experience of disability is an integral part of a society characterised by fundamental inequalities and ideologies which divide people against each other.     

Doing Anti-Oppressive Practice: Building Transformative Politicized Social Work

Abstract

Evidence shows that children and young people with disability experience violence, abuse, and neglect at rates considerably higher than their peers. Despite persistent efforts to address it, these rates do not appear to be declining over time. As Australia moves towards implementing a national policy of personalised disability support, new opportunities and risks arise concerning personal safety in young people's lives. This paper reviews the existing evidence on abuse and neglect of children and young people with disability to help identify the nature of these risks and potential ways of thinking about and responding to these. Applying a social ecological lens, the discussion points to the importance of working productively with the multidimensional realities of these children's lives at a time when the policy and services designed to support them are also in a state of flux. The paper invites and challenges researchers, policymakers, and practitioners to engage critically with the knowledge already available and to question more deeply why abuse and neglect continue to diminish the lives of children and young people with disability.     

The 'Normal' and the Monstrous in Disability Research

Based on the key assumptions of a critical social research commited to a fairer society and that all knowledge is political, this paper highlights the way in which 'normal' research whether quantitative or qualitative can regulate and discipline research and effectively conceal important knowledge, and in this way control (discipline) substantive research outcomes. The concept of 'monstrous' can refer to repressed issues of disability, reprehensible social conditions of disability and research processes. The paper contributes to the ongoing discussion of doing and writing disability research by revisiting research as politics, exposing the meeting point of modern and post-modern approaches, and proposing a stronger materiality, and reintegration of theory and practice. The implications are that we need a personalised approach to explore critically across disciplinary boundaries, beyond unilateral discourse and into assumed knowledge. The paper discusses some key approaches, which when taken together support critical exploration.     

Researching Disability Politics, Or, Some Problems with the Social Model in Practice

This article arises from a research project involving the disabled members' group in UNISON, and problematises the social model which explicitly undergirds the discourses and practices of this group. In abstract terms, there are dangers that the social model can be interpreted in a way which privileges some impaired identities over others, sanctions a separatist ghetto which cannot reach out to other groups of disabled and disadvantaged people, and weaves a tangled web around researchers who adhere to the emancipatory paradigm. In concrete terms, these dangers are explored with reference to the stories of impaired people who believe that they are excluded from the disabled members' group, the predicaments of ex-disabled and differently-disabled people in relation to the movement, and the culture of suspicion surrounding academics, particularly the 'non-disabled' researcher as would-be ally. It is argued that, whilst such identities and issues might appear to be 'marginal' ones in the sense of occurring at the boundary of disabled communities, disability politics and disability studies, they should not be 'marginalised' by disabled activists and academics, and indeed that they pose challenges to our collective identities, social movements, theoretical models and research paradigms which need to be addressed.     

The transnational sphere of justice: disability praxis and the politics of impairment

In this paper, my aim is to elaborate disability movement praxis so that transnational struggles for justice over the production of impairment emerging from the Global South can be represented within the transnational frame of disability politics. The paper seeks to explore the potential of deepening socio-political understandings of impairment as a means to radically democratize disability movement politics at the transnational scale to encompass pluralist, yet subaltern, collective claims for justice. I am guided by the question: if impairment is the place that makes visible invisible debts, can the global disability rights movement begin a process of re-identification to open the boundaries of disability justice claims and develop a strategic orientation which recognizes those collective justice claims for geopolitically produced impairments?     

My home, your workplace: people with physical disability negotiate their sexual health without crossing professional boundaries

This paper aims to describe research that examined the views of people with physical disability, living in Australia, of their sexual well-being needs from their own perspective. We explored the impact their sexual well-being needs had on their relationships with professional carers. A social model of disability was used to understand how sexual well-being is facilitated or denied in community care. We also explored whether clients' sexual well-being needs could be met without carers or clients 'crossing the line'. Our findings indicate the multiple ways that 'professional boundaries' were negotiated between clients and professional carers. The data show that the location of the 'line' changed, depending on a range of personal, social, economic and environmental factors. The data also show a gap between the sexual well-being needs of people living with a physical disability and the level of support provided at the social and organisational levels. Suggestions are made for research and practice directions.     

The ideology of neuroscience and intellectual disability: reconstituting the ‘disordered’ brain

During the last two or three decades, neuroscience has changed how we understand brain functioning. This shift, which is re-conceptualizing the relationship between the materiality of the brain and consciousness, is bound to have implications for intellectual disability, which is commonly seen as a condition of the brain. At present, examinations of intellectual disability that deploy techniques and concepts from neuroscience constitute a growing research field that has been welcomed in some quarters of the disability research community. The purpose of this article is to urge for caution as regards this development. I argue that the neuroscience of intellectual disability is embodying ideological propositions that need to be problematized. By theorizing the relationship between biology and politics and examining neuroscientific publications on intellectual disability, I argue that this strand of research is underpinned by a discursive division between normal and pathological, that it therefore constitutes a continuation of understanding intellectual disability as a ‘disorder’ and that any firm separation between the ‘nature’ of intellectual disability and processes of power is inherently problematic. To be able to critically approach the neuroscience of intellectual disability, it is vital that disability researchers problematize the relationship between biology and politics.     

Exploring internalized ableism using critical race theory

This paper is an attempt to theorize about the way disabled people live with ableism, in particular internalized ableism. Typically literature within disability studies has concentrated on the practices and production of disablism, examining attitudes and barriers that contribute to the subordination of people with disabilities in society. My exploration occurs through examining the insights of critical race theory (CRT) and the contribution that CRT can further make to thinking through the processes, formation and consequences of ableism. A focal concern is the possible ways that the concept of internalized racism, its deployment in CRT and application to critical disability studies. The paper is interested in working through points of difference between the way internalized racism/ableism are mediated in the processes of subjectification and identifying points of convergence that can benefit dialogue across varied sites of scholarship. The author concludes that the study of ableism instead of disability/disablement may produce different research questions and sites of study.     

Negotiating a third space for participatory research with people with learning disabilities: an examination of boundaries and spatial practices

The focus of this article is participatory research with and by people with learning disabilities. Drawing on discussions that took place across a series of seminars, we use the concepts of space and boundaries to examine the development of a shared new spatial practice through creative responses to a number of challenges. We examine the boundaries that exist between participatory and non-participatory research; the boundaries that exist between different stakeholders of participatory research; and the boundaries that exist between participatory research with people with learning disabilities and participatory research with other groups. With a particular focus on participatory data analysis and participatory research with people with high support needs, we identify a number of ways in boundaries are being crossed. We argue that the pushing of new boundaries opens up both new and messy spaces and that both are important for the development of participatory research methods.     

Embodying the environment in everyday life practices1

This paper suggests ways in which ‘the environment’ needs to be reconfigured so that it better resonates with how people are experiencing politics, nature and everyday life. Through empirical research on environmental concerns and everyday practices, this paper sketches a framework through which the values associated with contemporary environmentalism might be developed in a more reflexive relationship to wider transformations in society. In particular, the research critically evaluates the standard storyline of a ‘global nature’ under threat and in need of collective action by a global imagined community. In contrast to rhetorics of the global environment, this paper explores ways in which the environment is being embodied, valued and experienced in an array of social practices. The paper further outlines the significance of such embodied practices as significant yet undervalued points of connection for wider, global environmental issues.     

Differences,Conflations and Foundations: The limits to 'accurate' theoretical representation of disabled people's experience?

This article proposes that current approaches to theorising disability as a form of social oppression and their relationship to disabled people's experiences are hampered by a modernist conceptual framework, which is increasingly at odds with the contemporary social world and with developments in theory-making as a whole. In order to bring disability theory closer to the lives of disabled people and the politics of new social movements, it is argued that the conceptual underpinnings of theory must be broadened beyond their current focus on structures, which view differences in terms of delimiting boundaries to one which includes an awareness of the relational, mediatory and performative role of discourse, and the increasing importance of local knowledges in shaping the social and political world.