Planning for the School Tutor scheme took place early in 1968, for introduction on a limited scale in the next academic year. The UDE felt that the schools should be involved much…
Abstract
Planning for the School Tutor scheme took place early in 1968, for introduction on a limited scale in the next academic year. The UDE felt that the schools should be involved much more intimately — and formally — and that such a scheme would anticipate developments in professional training. Six secondary schools were invited to participate that Autumn, and each was asked to nominate an experienced teacher who was prepared to undertake duties akin to those of the UDE's General Tutors, namely:
The purpose of this paper is to formulate recommendations from international and local examples to aid the design and delivery affirmative housing and care options for older LGBT…
Abstract
Purpose
The purpose of this paper is to formulate recommendations from international and local examples to aid the design and delivery affirmative housing and care options for older LGBT individuals in England.
Design/methodology/approach
This paper combines a desk-top review conducted by the author with personal views and recommendations for practice by discussing the levers within both the Care Act and Equality Act for greater LGBT participation in the design, delivery and evaluation of housing with care services.
Findings
The provision of LGBT affirmative housing and care options for individuals in England is currently limited. International and European evidence suggests that multi-faceted, person-centred approaches are central in delivering affirmative services to older LGBT individuals.
Originality/value
This paper adds to a growing literature on minority housing and care services. The author draws on both a professional and personal interest in facilitating the development of LGBT affirmative services in England.