Disability, Dependency and the New Deal for Disabled People

The emergence of the 'New Deal' and its attendant claim to be part of a new political and social future based on the 'third way' seems to offer formerly excluded people new horizons for social inclusion. This paper provides a critical exploration of the likely impact of the 'New Deal' for disabled people. The paper contextualises the 'New Deal' in the wider ideology and rhetoric of 'Welfare to Work'. In doing so, it highlights similarities between 'New Deal', 'Welfare to Work' and the victim blaming ideas which characterised discussions of a growing 'social underclass' in the 1980s. By looking at the way the disability problem is framed within the 'New Deal' and 'Welfare to Work', it will be argued that it is unlikely to address the nature of employment barriers, indeed risks seriously misrepresenting the causes of disabled people's economic and social exclusion. In this way, its ideological underpinnings may simply reaffirm disabled people's economic and social dependency.     

Helping People with Learning Difficulties into Paid Employment

Summary

Welfare to work policies have developed partly from policy rhetoric that argues employment as the best way of ensuring social inclusion for marginalised groups. In the United Kingdom, welfare to work policies for disabled people have developed within an enabling rather than a mandatory system, although organisation and practice have lagged behind. This article explores policies that provide this enabling context for facilitating the transition of people with learning difficulties from benefits to paid employment. It also explores the role of social workers, examining the degree to which their practice reflects the empowering rhetoric of the policy framework and of contemporary social work values.     

Races without Racism?: everyday race relations in Singapore

In Singapore, race has a prominent place in the city state’s national policies. Its political ideology of multiracialism proclaims racial equality and protection for minority groups from racial discrimination. However, despite official rhetoric and policies aimed at managing and integrating the different ethnic groups, some scholars have argued that institutional racism does exist in Singapore. While it is public knowledge, with few exceptions, racist provocations and experiences of racism are not publicly discussed. In recent years, the advent of social media has made it possible for Singaporeans oftentimes unwittingly to express racially derogatory remarks. This has highlighted that racism is much more deep rooted. Yet, it still remains the white elephant in the room. This paper examines the sociopolitical context that has contributed to everyday racial discrimination and calls for a public acknowledgement of racism so as to combat racist practices.     

From leisure and disability to disability leisure: developing data, definitions and discourses

Although both disability studies and leisure studies have grown to become influential subject fields in their own right, there has been little discursive exchange between the two fields. This article seeks to address these equally significant gaps in disability research within leisure studies and leisure research within disability studies. Empirical data examining the role of leisure in the lives of a group of young people with cerebral palsy are introduced to contextualise definitions and discourses of leisure and disability. The article demonstrates that, for many young disabled people, the role of leisure in tackling social exclusion remains within the realms of policy rhetoric, rather than everyday reality. The dissonance between these agendas and actualities is reviewed in relation to definitions and discourses of disability and leisure evident in wider social policies, and in relation to definitions, discourses and models of disability that remain dominant within leisure provision.     

The Mechanisms of Social Exclusion in Modern Society: The Dilemma of Active Labor Market Policy*

In this article, I examine the social exclusion approach that has influenced social policy in Europe, and demonstrate the effectiveness of this approach in explaining the emergence of new forms of inequality in modern society. First, I consider recent studies of social exclusion to show two important points: the paradigm shift from poverty to social exclusion and the introduction of a new policy framework of social inclusion. At the same time, I examine the inherent dilemma of social exclusion in response to radical critics of the social exclusion approach. Next, I point out an internal dilemma in the active labor market policies prioritized today by European Union member states. This dilemma is that these policies make the unemployed more vulnerable by forcing them into paid work. I then show how the enhancement of social networks in local communities and the provision of assistance to support cultural identity can serve as a buffer to compensate for the destructive influence of the economic dimension of social inclusion. In addition, I point out that citizenship as rights claiming is indispensable to social inclusion for all. Finally, drawing on the analysis outlined above, I conclude that a multi-tiered mechanism of social inclusion can reasonably be considered the most effective framework in a precarious society where people bear various risks in the era of globalization.     

The Rationale and Strategies for Undermining Xenophobia in the Classroom

In the last few years, xenophobic rhetoric and policies have sharply increased across the world and is especially apparent in the rise of far right political parties in Europe, the Brexit vote in Great Britain, and the election of Donald Trump in the United States. In these times, teachers have a responsibility to stand for values of inclusion and justice and be a voice of reason among the growing angst and fear-based policy decisions. This article explores the theoretical rationale for taking this position in the classroom in relation to the purpose of education, promoting the good of all students, and creating a classroom environment based on critical thinking and a strong analysis of current cultural and political trends. The article then looks at practical ways teachers can deconstruct this xenophobia in the classroom through instructional practices, creating a welcoming classroom environment, and curricular choices. Although these concepts are applicable in all subject areas, they are of special relevance to social studies teachers.     

Advancing social inclusion in the neighbourhood for people with an intellectual disability: an exploration of the literature

The shift from segregated facilities to community settings did not automatically lead to social inclusion for people with an intellectual disability (ID). Policies are increasingly decentralized but little is known about the factors that are important to realize social inclusion in the neighbourhood. This literature study identifies five domains barriers and facilitators for social inclusion in the neighbourhood: individual characteristics, informal network, professional care, neighbourhood characteristics, and government policies. The findings suggest that social inclusion in the neighbourhood is a dynamic process that shows a series of complex interactions between environmental factors and personal characteristics to provide opportunities for people with an ID. It is recommended to include the perspectives of people with an ID and other neighbourhood residents in future research on social inclusion. Specific attention is needed for the role of neighbourhood social capital in achieving social inclusion in the neighbourhood.     

Dimensions of Oppression: theorising the embodied subject

This paper argues that a critical study of disability needs to examine how disability is subjectivity experienced, both at a conscious and an unconscious level, as well as having an appreciation of disabling social policies and structures. I begin by identifying the reasons why many social model theorists have not, in the past, seen the analysis of 'experience' as being relevant to our understanding of disability. I adopt an interdisciplinary approach (that is, one that recognises the importance of biological, social, relational and unconscious levels of analysis) in the study of two specific groups of people; those with learning difficulties and those with sickle cell anaemia. I focus particularly on the role of modern medicine within a disablist society in this attempt to demonstrate that bodily, emotional and social differences are mutually constitutive.     

Assessment of Integration of Disability Content into Social Work Education

ABSTRACT

Three hundred members of the Council on Social Work Education (CSWE) responded to a survey regarding the inclusion of disability content in social work courses and supports needed to increase disability content. Although respondents generally agreed that disability content is important in social work education, its inclusion is inconsistent, with most frequent inclusion in courses on diversity and least frequent inclusion in courses on research. Respondents identified barriers to increasing disability content, including lack of resources for teaching, lack of relevant faculty expertise, and an overcrowded curriculum. Strategies and resources for infusing disability content into social work education are discussed.     

Lessons in Democracy: America's Tenuous History with Immigrants

Taking an uncompromising stance on immigration enforcement, the Trump administration has been sharply criticized for its policies and racially coded rhetoric of immigrants as criminals or undesirables. Despite this criticism, the administration's policies fall in line with historically widespread, exclusionary, nativist and xenophobic attitudes towards immigrants. Much of the American immigrant story has been a tortuous struggle for equality, integration and civil rights. This essay takes a critical look at the complicated history of immigration policy during the last century, focusing on the social, economic and political forces that helped shape legislation.     

Social inclusion in terms of hospitality

The aim of this essay is to analyse social inclusion from two distinct points of view. On the one hand, in order to underline the complex nature of the paradigm of social inclusion, we will sketch a critical approach to the notion of exchange, a notion which has had an enormous influence on the field of social relations at large. On the other hand, we wish to explore also the ethical concept, and jurical practice, of ‘hospitality’. This is particularly important today because of the growing magnitude of globalisation and migration, phenomena which define the ways in which ‘outsiders’ relate to each other in many contemporary societies. The paper analyses the issue of social inclusion under two distinct headings. The first, which involves a critique of the economic idea of exchange, attempts to highlight the limits and contradictions that beset this paradigm, which has become such an intrinsic aspect of our lives today, when it imposes itself onto the entire range of social relationships. Under the second heading, which re-examines the ethical and juridical topic of ‘hospitality’, we try to take another look at the problem of migratory movement and all its paradoxical aspects in the light of current processes of globalisation of markets. These two issues have never been so interconnected as they are today, especially if it is the case that the problem posed by the growing phenomenon of migration in democratic and multi-ethnic societies, which are more and more involved in difficult relationships with ‘outsiders’, is bound to reappear, for good or for ill, on the level of social inclusion.     

Engaging girls with disabilities in Vietnam: making their voices count

This article addresses a theoretical and methodological intervention in support of inclusion for girls with disabilities in Vietnam. Drawing on an internationally collaborative project, Monitoring Educational Rights for Girls with Disabilities in Vietnamese schools, we critically engage the politics of inclusion and exclusion of girls with disabilities in education. Using a critical methodological framework that foregrounds the lived experiences of 21 girls with disabilities in Vietnam, we ask how we might strengthen participatory knowledge production through the work of monitoring rights in order to inform practices and policies related to disability and education. Through a preliminary analysis of the visual data emerging from our participatory visual methodologies, we demonstrate how these methods can contribute to constructing more inclusive practices and policies for girls with disabilities in both the Vietnamese and the global contexts.     

‘Is it just food?’: the social implications of celiac disease as a disability

This article focuses on the case of celiac disease, an autoimmune disease for which the medical treatment is a gluten-free diet, and the social implications of its inclusion as a disability. Under what circumstances is celiac disease a disability and what are the consequences of such considerations? The article evaluates the expansion of the definition of disability and its inclusion of individuals with celiac disease, and also considers the macro-level and micro-level consequences and social implications for both individuals with celiac disease themselves and also for the field of disability studies.     

Personal Trouble or Public Issue? Towards a Model of Policy for People with Physical and Mental Disabilities

For many years, community solutions have been the favoured response to physical and mental disability, but theoretical frameworks to guide these policies have not developed alongside the rhetoric. This paper attempts to fill the gap with one possible sociological model. We begin by distinguishing the dominant individualistic or 'personal trouble' perspective from the more controversial social or 'public issue' approach which, whether it takes an interpretative or a structural form, acknowledges the role of society in causing disabilities and shaping economic and social strategies. A model of policy is then drawn up for each viewpoint, bearing in mind the implications for public expenditure, state intervention, family and community support, and service organisation. Finally, it is argued that since help in the individualistic mould cannot cope with disability, an alternative response is required, which tackles economic, social and political institutions or structures while at the same time recognising the resistance to change in an industrial society.     

Including Disability in the Social Work Core Curriculum: A Compelling Argument

In light of an impending review of the Australian Social Work Education and Accreditation Standards (2012), alongside imminent service system changes associated with the rollout in Australia of the National Disability Insurance Scheme (NDIS), this article argues for urgent inclusion of disability in the Australian social work core curriculum. Although increased disability content has been debated previously, the implications of the NDIS policies for changes to the mainstream services system in Australia offer compelling reasons for revision. Recommended is a comprehensive review of how disability is presented in curriculum and development of new guidelines for essential core curriculum content.     

Paradoxes, locations and the need for social coherence: a qualitative study of living with a learning difficulty

Policy rhetoric over recent decades has promoted social inclusion of the more vulnerable sectors of society, such as people with learning difficulties. This study aimed to describe the experiences of people who live with learning difficulties in order to inform local service development. Thirty-five people with a learning difficulty and/or a family member were interviewed. A model of social coherence was developed that moves beyond the self-limiting debates about social inclusion and exclusion. It is underpinned by a sense of location for the person with a disability in relation to services and carers, family and community, dependency and risk, temporality and space, events, control and society. Key recommendations are for services to know the individual and his/her family; to be responsive to individual needs; to enhance the capacity of families and communities to support people with difficulty in learning; and to help these people to feel more valued.     

Personalisation as vision and toolkit. A case study

With the objective to eradicate disability related discrimination and promote choice, control, independence and inclusion for all individuals, the personalisation agenda paved the way for a transformation of social care and disability services in the UK. This paper explores personalisation both as a vision of care and support services and as a toolkit promoted by government policies in order to allow for such vision to translate into practice – the use of direct payments and personal budgets being an example. A qualitative case study analysis has been conducted in the context of care services for disabled young people and by means of in-depth interviews with professionals, parents and the young people themselves. Such analysis reconstructs the implementation of personalisation showing how the toolkit offered by government policies has been used and interpreted differently by the different actors in the field and how this has brought to a wide range of opportunities but also risks. What seems to emerge from the study is that the vision of personalisation risks being hampered by its toolkit and that alternatives might be needed in order to safeguard the potential of personalisation as a vision.     

From isolated fence to inclusive society: the transformational disability policy in China

China’s disability policies are changing, some of which are gradually closer to the requirements of the Convention on the Rights of Persons with Disabilities. Based on the social model of disability, this article explains the driving forces of disability policy reform, and especially adopts the critical policy analysis approach to evaluate the revised education policy along with the rehabilitation policy of disabled people. The inclusive education policy is improving disability policy issues the most compared with others because of the disability advocacy by disabled persons’ self-help organizations. Meanwhile, the nascent rehabilitation policy is typically top-down oriented by the government. Public participation may be the main way forward, especially with the growth of the disability movement in China. It is hoped that scholars pay more attention to the transformational disability policy in non-western settings.     

Policy development: An analysis of disability inclusion in a selection of African Union policies

Contemporary debates in international development discourse are concerned with the non‐tokenistic inclusion and participation of marginalized groups in the policy‐making process in developing countries. This is directly relevant to disabled people in Africa, which is the focus of this article. The United Nations Convention on the Rights of Persons with Disabilities delineates the principles of inclusion in society. Furthermore, the African Union (AU) plays a key role in advising its Member States about disability issues, and this advice should be reflected in disability‐inclusive policies. This article analyses nine policy or strategy documents produced by the AU, covering the policy domains of education, health, employment and social protection that are crucial to the inclusion of disabled people in international development. These were analysed according to seven discrete elements (rights, accessibility, inclusivity, implementation plans, budgetary allocations, enforcement mechanisms or disaggregated management information systems) using a rating scale of one to four, with four being the highest level of inclusion. The process (for example, level of consultation), the context (for example, the Sustainable Development Goals) and actors involved in the policy development were reviewed as far as was possible from the documents. None of the policies reached even 50% of the total possible score, indicating poor levels of genuine inclusion. Rights scored a highest rating, but still at a low level. This suggests that there is recognition of the rights of disabled people to inclusion, but this is not generally integrated within inclusive implementation plans, budgetary allocations, enforcement mechanisms or disaggregated management information systems for monitoring. The limited socio‐economic inclusion of disability within AU policies is a lost opportunity that should be reviewed and rectified. The findings have broader ramifications for the non‐tokenistic and genuine involvement of poor and marginalized groups in the international policy‐making arena.     

An Employment Project as a Route to Social Inclusion for People with Learning Difficulties?

Government policy to reduce social exclusion focuses on increasing employment opportunities and incentives, especially for disadvantaged groups. This paper discusses the findings of an evaluation of a project in the North West of England for people with learning difficulties, which sought to create opportunities for paid and/or integrated employment. The findings suggest that this goal can be undermined by many factors such as the isolation of social care services from employers and the disinclination of service organisations to include users, carers and staff in the development of new service approaches. Social welfare policies also mitigate against this aim, by failing to enable providers to translate the rhetoric of social inclusion into a reality. We discuss some of the obstacles preventing people with learning difficulties from inclusion into mainstream employment, by considering their impact upon the achievements of the North West project.