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• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Contributors
• Foreword and Acknowledgements
• Introduction
• References
• Part I Voices of people
• Chapter 1 Attempts at a social approach to a degree course
• Introduction
• David Barron
• Introductory Remarks
• David Barron’s View of Teaching
• Students’ Views on David’s Lecture
• Shaun Smith and Michaela Jones (Names have been Changed)
• Introductory Remarks
• Shaun and Michaela’s Experiences
• Shaun and Michaela as Lecturers
• Students’ Views on Shaun and Michaela’s Lecture
• Kevin Chettle – Advocacy in Action
• Introductory Remarks
• Kevin Chettle in his Own Words on the Value of User-Led Teaching
• Experiences of Working Together to Complete a Dissertation – Nicky Bentley and ‘The Group’
• Introductory Remarks – Nicky Bentley
• Doing the Project with Someone we Knew well
• Being Able to Talk about our Achievements
• Summary
• Outside Experts – Advocacy in Action
• Guidelines for Staff
• References
• Part II The context of learning disability services
• Chapter 2 The historical context
• Introduction
• Early Classifications and Responses
• The Eugenic Alarm and the Growth of ‘Colonies’
• Same Places, Different Names – Absorption into the National Health Service
• Debates and Scandals – The Beginnings of Community Care
• Radicalism or Paternalism? – The 1971 White Paper
• Talk of Change and Movement for Change – The Jay Committee and Normalisation
• Money Talks – The NHS and Community Care Act and after
• Moving into the Millennium – Services in Need of a Strategy
• References
• Acts of Parliament
• General References
• Chapter 3 Residential and day services for adults
• Introduction
• The History of Residential Care
• Residential Care as Family-Style Home
• Supporting Residential Care as Family Life
• The Need for Family-Style Care
• Supporting Supporters
• Two Stories of ‘Challenging Behaviour’
• Serendipity
• Mission and Vision in Residential Services
• Day Services
• References
• Chapter 4 Education services why segregated special schools must close
• Introduction
• Compulsory Segregation
• Where the LEA Making the Statement is Committed to Maintaining a Segregated Special School Sector
• That the Descriptions of the Child9S Needs in Section 2 of the Statement Rely Heavily on Norm-Based Assessment Procedures
• That the Provision Identified to Meet the Child9S Needs in Part 3 of the Statement Tends to Emphasise Resources and Arrangements, Which are Not Typically Available in the LEA Mainstream Schools
• Learners Without Labels – Historical Issues
• Rights of Appeal
• Equality, Rights and Advocacy
• Factors Maintaining Segregation – Some Suggested Responses
• What should our Response be?
• What should our Response be?
• What should our Response be?
• What should our Response be?
• What should our Response be?
• What should our Response be?
• A Fear of Inclusion?
• But we Don’t have the Resources
• But Children Described as Having Learning Difficulties will be Made Fun of and Bullied in Mainstream Schools
• But we Need Experts to Show Us how to Teach those Individuals Described as Having Learning Difficulties
• But other Children will be Held Back by Children who Need Lots of Support
• But what if the Parents want to Choose Segregated Special Schools?
• But the Mainstream is Not Ready Yet to Accept Inclusive Education
• But how do we Know if the Child who Experiences Learning Difficulties will Understand what the other Children are Learning?
• Towards Inclusive Education
• References
• Chapter 5 Employment an opportunity to belong?
• Introduction
• Historical Approaches to Service Provision
• Training for Work?
• Changing Roles
• Supported Employment: An Alternative Option
• A Personal Perspective
• Conclusions
• References
• Chapter 6 Management and change
• Introduction
• Organisations and Services – The New Social Services Departments
• The Quasi-Market Cometh – Changes in the 1980s
• The Colour of Money – The Power of Resources over the Shape of Services
• The Community Care Solution – Build up to the NHS and Community Care Act
• The NHS and Community Care Act 1990 – More NHS than Community Care
• The New Labour Government – Modernising or Controlling?
• Modernising Local Government and the Local Government Act
• Modernising Social Services
• The New NHS: Modern Dependable and the 1999 Health Services Act
• Organisational Arrangements and Valuing People
• References
• Acts of Parliament
• General References
• Chapter 7 Evaluation of quality in learning disability services
• Introduction
• Two Important Reports – Facing some Facts
• Some General Issues of Quality in Formal Human Services
• A Simple Systems Model
• Different Perspectives on Quality
• Establishing Criteria for Quality
• Assumptions and Values
• Formality
• System Needs
• Triviality
• Measuring the Right Thing
• Universality
• The Relationship between Processes, Outputs and Outcomes
• Human Service Evaluation Instruments
• Human Service Evaluation Instruments have Different Purposes
• Evaluation Instruments are Usually Focused on Processes and Outcomes
• Evaluation Instruments May Focus on Particular Types of Services or Service User Groups
• Evaluation Instruments May have been Developed from Particular Conceptual or Theoretical Perspectives
• The Statistical Properties of Evaluation Instruments are Important
• PASS and PASSING
• The Structure of PASS and PASSING
• PASS and PASSING Conclusions on Service Quality
• Multiple Measures
• The Model Coherency of Human Services
• The Model Coherency Concept
• The Application of Model Coherency
• Quality of Life
• Concepts of Quality of Life (QoL)
• Measurement of Quality of Life
• Some Issues with Quality of Life
• Cultural Value as a Yardstick for Quality
• Conclusions
• References
• Part III Working with people
• Chapter 8 Friendships, relationships and issues of sexuality
• Introduction
• Services and Relationships
• Policy and Legal Dilemmas
• Ethical Considerations
• Daniel’s Story
• What Needs to Change?
• Conclusion
• References
• Chapter 9 Social inclusion and people with profound and multiple disabilities reality or myth?
• Introduction
• Current Services
• Services and People with Complex Needs
• Concerns: Questions for Consideration
• A Personal Perspective
• Karl
• Matthew
• Roger
• Bernadette
• The Issues
• What is Available?
• What is Not Available?
• Relationships and Inclusion
• Advocacy and Person-Centred Planning
• Conclusions
• Quality of Life
• Continuity of Support
• Reliable Dependent Advocacy
• Variety of Support
• Direct Payments
• Inter-Agency Working
• A Service for all
• Conclusion
• References
• Chapter 10 Advocacy and parents with learning difficulties ‘even when you’ve got an advocate social services still always do what’s easiest for them’
• Introduction – How we Wrote this Chapter
• Forms of Advocacy
• Citizen Advocacy
• Our Experience of Citizen Advocacy
• Self-Advocacy
• Shaun and Michaela’s Current Concerns
• References
• Part IV Academia and learning disability – two debates
• Chapter 11 The ‘normalisation’ debate – time to move on
• Introduction
• The Medium and the Messengers – Fact and Fiction in the Communication of Ideas into Practice
• The Medium – CMHERA and PASS and PASSING Workshops
• The Messengers – John O’brien and Wolf Wolfensberger
• ‘Wounds’ – Description or Label?
• Roles – The Key to Addressing Devaluation or an Interesting Sideshow?
• The Goals of SRV
• Conclusion – Moving on
• References
• Chapter 12 Individual and social models of disability and the experiences of people with learning difficulties
• Introduction
• The Medical Model of Disability
• The Medical Model and People with Learning Difficulties
• The Individual Model of Disability
• The Individual Model and People with Learning Difficulties
• The Social Model of Disability
• The Social Model and People with Learning Difficulties
• Social Model Terminology and People with Learning Difficulties
• The Social Model of Disability and its Critics
• Drawing Upon People with Learning Difficulties’ Own Literature, Materials and Resources
• Supporting People with Learning Difficulties to Record their Own Experiences or Life Stories
• Supporting and Encouraging People to Formulate their Own Ideas and Theories about their Experiences
• Sharing Research Findings about People with Learning Difficulties
• Explaining Theories and Ideas about People with Learning Difficulties
• Offering Support to People with Additional Needs
• Offering Emotional Support
• Respecting People’s Views about Sharing their Experiences and Publication
• A Unifying Social Model of Disability
• References
• Chapter 13 Conclusion – a personal reflection on values, learning disability and a social approach
• Introduction
• Challenging Human Services – Lessons from a Module
• The Midwives Tale – Compartmentalising Lives
• A Village Story – Fear and Prejudice at the Turn of the Millennium
• Final Thoughts
• Index