4 results
Search Results
2. Learning from each other in the context of personalisation and self-build social care.
- Author
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Nind, Melanie, Coverdale, Andy, and Croydon, Abigail
- Subjects
AFFINITY groups ,FIELD research ,RESEARCH ,SOCIAL support ,FOCUS groups ,RURAL conditions ,COMMUNITY health services ,INDIVIDUALIZED medicine ,INTERVIEWING ,MEDICAL cooperation ,LEARNING strategies ,CONTINUING education ,PATIENTS' attitudes ,EXPERIENCE ,HEALTH care reform ,ETHNOLOGY research ,PSYCHOLOGY of People with disabilities ,SUPPORT groups ,PEOPLE with intellectual disabilities ,REHABILITATION ,THEMATIC analysis ,METROPOLITAN areas - Abstract
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals' control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of each in Scotland. Next, ethnographic fieldwork with people with intellectual disabilities involved a flexible mix of observations, interviews, focus groups, and participant-generated visual data. Thematic analysis involved an iterative mix of deductive and inductive coding. Findings showed informal peer learning ranged from ad hoc to structurally supported. Though learning was often tacit, support was valued and agency developed. The availability of local supportive people and schemes and time spent in them to develop new skills and identities was vital to people self-building community lives. This research looked at the experiences of people with intellectual disabilities, as they and their friends and family respond to policy change bringing in more personalisation and individual choice. Often people with intellectual disabilities and those supporting them do not recognise their everyday learning. Learning outside schools/colleges gets little research attention. We looked at the learning involved in people managing their own daily lives in their communities. Staff and volunteers are helping people to learn from each other in organisations, and this can become more formal peer learning, peer mentoring and peer support programmes. Advocacy groups create a sense of belonging and shared purpose, encouraging peer learning through the sharing of knowledge, experiences and problem solving. When new projects start up or traditional day services change, the staff or volunteers may not involve people with intellectual disabilities in the planning. This means people with intellectual disabilities miss opportunities to learn. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
3. Voting and the Scottish referendum: perspectives of people with intellectual disabilities and their family and paid carers.
- Author
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Willis, Diane S., McGlade, Isla, Gallagher, Mark, and Menabney, Colin
- Subjects
CAREGIVER attitudes ,PEOPLE with intellectual disabilities ,SCOTTISH politics & government ,SCOTTISH independence referendum ,VOTING research ,TWENTY-first century ,POLITICAL participation ,ANTI-discrimination laws ,DISCRIMINATION (Sociology) ,FAMILIES ,VOTING ,CAREGIVERS ,CIVIL rights ,FOCUS groups ,STATISTICAL sampling ,DATA analysis - Abstract
Voting is a human right for every citizen yet many people with intellectual disabilities do not vote or have little support to exercise their right to vote. This article explores views on the wider aspects of voting against the backdrop of the Scottish referendum using focus groups involving people with intellectual disabilities (n = 12), family carers (n = 7) and paid carers (n = 5). Findings revealed that people with intellectual disabilities had similar concerns to the general population about the referendum. Regarding voting, all groups identified the need to discuss issues and for practical support and accessible information to ensure informed choices were made when voting. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
4. Keeping the cash under control: what's the problem with direct payments in Scotland?
- Author
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Pearson *, Charlotte
- Subjects
PEOPLE with learning disabilities ,PEOPLE with mental illness ,LOCAL government - Abstract
Implementation of the 1996 Community Care (Direct Payments) Act from April 1997 has gradually gained momentum as more and more local authorities have begun to embrace the idea, and develop their own direct payment policies and support structures. However, whilst users have overwhelmingly welcomed this transition, there remains a stark divide between the implementation and promotion of policy in different parts of the UK. This has resulted in only marginal use of direct payments for a small number of disabled persons in Scotland. As legislation moves to widen access to direct payments in Scotland, this article draws on a series of interviews with policy makers in two local authorities and examines some of the key problems that, to date, have prevented many authorities from offering direct payments as a mainstream service option for disabled people. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
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