Alison Cowen, Pippa Murray and Simon Duffy
Personalised Transition demonstrates how a collaborative approach to funding individual budgets for disabled school leavers with complex needs in Sheffield has led to more…
Abstract
Personalised Transition demonstrates how a collaborative approach to funding individual budgets for disabled school leavers with complex needs in Sheffield has led to more positive, individualised outcomes for the young people and their families. The approach allows young people and their families to be in control of support planning and organising their lives beyond school with a mix of funding from health, social care and education according to individual needs. The focus is on the young person as a citizen with a contribution to make ‐ not as a service user. The model is already being used in five other local authority regions in Yorkshire and the Humber. The implications of the model go far wider ‐ to further reforms in adult social care, health care, education, children and families, and community development.
Details
Keywords
Current legislation and policy initiatives of relevance to disabled children and their families are underpinned by international human rights conventions. For example, the…
Abstract
Current legislation and policy initiatives of relevance to disabled children and their families are underpinned by international human rights conventions. For example, the Children Act (1989) promotes the human rights highlighted in the United Nations Convention on the Rights of the Child (1988), while Valuing People (2001) aims to pave the way to the fulfilment of the obligations enshrined in the Human Rights Act (1998). In spite of this, disabled young people and their families commonly report leading lives characterised by stigma, isolation and exclusion. Focusing on the experience of one young man who is generally perceived as having little to offer the world, this article explores the impact that the exclusion and discrimination faced by young disabled people have on opportunities for forming relationships and building friendships. It is suggested that the key to providing meaningful change in the lives of young disabled people lies in listening to their experiences, paying close attention to the messages they give, and finally taking care to prioritise respectful relationship in all service settings.
Details
Keywords
Simon John Duffy and Pippa Murray
The purpose of this paper is to offer a hypothesis about the core elements of an effective transition process in a system of self-directed support and to suggest that the approach…
Abstract
Purpose
The purpose of this paper is to offer a hypothesis about the core elements of an effective transition process in a system of self-directed support and to suggest that the approach to integration in public services may need to radically change.
Design/methodology/approach
This a reflective piece, drawing on decades of practical work by the authors, combined with an understanding of the literature and the social policy context.
Findings
Typical solutions to the problem of transition focus on system change instead of ensuring that power and control shifts to families and young people. A change in starting point opens up more empowering and practical solutions for the real world.
Originality/value
This paper goes deeper than others on the same subject by moving beyond the outcomes and issues, to suggest some lessons for social policy makers, professionals and citizens.
Details
Keywords
This chapter explores the contribution of the work of Len Barton to the evolving inclusive education discourse; in particular his 1986 article, The Politics of Special Educational…
Abstract
This chapter explores the contribution of the work of Len Barton to the evolving inclusive education discourse; in particular his 1986 article, The Politics of Special Educational Needs. In this article, he discusses the influence of a sociological lens to problematize the current special education policy, practices, and inquiry. The future directions piece at the end of the article called for teacher awareness of the relationship between the personal and political. I felt I was a living, breathing example of the teacher who Len Barton was talking about. I chose this article because of its particular pertinence to my continuing understandings about the phenomenon of special education and subsequently my research with teachers of students with profound and multiple learning difficulties.
Details
Keywords
The paper's aim is to explain the development of the concept of personalisation and its dependence upon prior innovations such as independent living, person‐centred planning and…
Abstract
Purpose
The paper's aim is to explain the development of the concept of personalisation and its dependence upon prior innovations such as independent living, person‐centred planning and individual budgets and explore its meaning, limitations and future prospects.
Design/methodology/approach
The paper takes the form of an analytical and historical review of ideas that have been important in the recent history of public policy for people with learning disabilities.
Findings
People with learning disabilities, along with other disabled people, have been engaged in a struggle to achieve full citizenship. The recent reforms that go by the name of “personalisation” may mark an important stage in the development of a fairer system, but on their own they will be insufficient to achieve that objective.
Originality/value
Personalisation is placed, with all its strengths and limitations, within the wider context of the development of policies for people with learning disabilities.
Details
Keywords
Describes the foundation of the Common‐wealth Library Associationin 1972 discussing the circumstances leading to the Association andsurrounding its creation; the early years of…
Abstract
Describes the foundation of the Common‐wealth Library Association in 1972 discussing the circumstances leading to the Association and surrounding its creation; the early years of the Association; its disappointments and achievements. Highlights the major figures involved in the Association and discusses the current need for a Commonwealth Library Association and its possible future role.
Details
Keywords
Katie Bell, Helen Coulthard, Diane Wildbur and Iain Williamson
Self-disgust appears to be a prominent feature in anorexia nervosa (AN), which might help explain why AN is often such a persistent disorder. Little is known about how this…
Abstract
Purpose
Self-disgust appears to be a prominent feature in anorexia nervosa (AN), which might help explain why AN is often such a persistent disorder. Little is known about how this emotion can impact on recovering from this disorder. This study aims to develop our understanding of how people experience the emotion of self-disgust after physical recovery from AN.
Design/methodology/approach
Twelve female participants who reported previously having had a clinical diagnosis of AN but had physically recovered according to their EDE-Q scores took part in a semi-structured interview to explore their experiences of recovery and the role self-disgust played within this. Interpretative phenomenological analysis was used to explore the data.
Findings
Three themes were identified within the data to explain the experiences of self-disgust in those with AN: continued self-disgust following physical “Recovery”, multiple manifestations of self-disgust in recovery and increasing self-disgust in recovery as a driver for relapse.
Practical implications
Self-disgust was something each participant appeared to experience often, despite being physically recovered from AN. Disgust-based reactions to the self are enduring and highly resistant to change even whilst other aspects of the disorder become less potent. Self-disgust is multi-faceted and may trigger relapse as the signs of improvement and behaviours inherent in recovering were generally viewed as disgusting to the individuals.
Originality/value
Self-disgust is an emotion that continues to affect people with AN despite physical recovery. The recovery process itself is not linear and self-disgust is enduring and may cause those affected to relapse. Considering this emotion within therapeutic intervention may encourage those with AN to accept their recovered self.
Details
Keywords
Pippa Bailey and Karen Bunning
Story‐telling is recognised as important to child language development. However, children who use electronic communication aids have limited opportunities to develop their…
Abstract
Purpose
Story‐telling is recognised as important to child language development. However, children who use electronic communication aids have limited opportunities to develop their story‐telling compared to their natural speaking (NS) peers. The “Telling Stories”' project aims to explore narrative construction in teaching staff‐aided communicator dyads.
Design/methodology/approach
A pilot study was conducted to examine the feasibility of research methods. Video data were captured during a fictional story‐telling task. Two measures were investigated: communicative modality; and linguistic move type. Momentary time sampling (MTS) was applied to the video to determine range and proportions of communicative modalities in use. A coding framework was applied to determine the distribution of linguistic move‐types across the interlocutors.
Findings
The findings revealed multimodal contributions from both interlocutors. The linguistic move‐type coding indicates the NS assumed a more dominant, initiating role. MTS was shown to be an appropriate methodology for this research.
Originality/value
The pilot provides provisional data regarding narrative constructions of an aided speaker and tests the efficacy of the MTS methodology prior to the full study. Refinements to the protocol to be used in the main study are reported. The main study aims to provide detailed analysis of the narrative constructions of aided speakers, currently an area with little existing research.