This paper discusses citizenship and explores the concepts of integration, pluralism and assimilation to determine which offers the most appropriate approach to ensure full citizenship for people with learning disabilities. The paper demonstrates that all three concepts offer an attainable approach to citizenship. However, assimilation, which allows people who are different to become absorbed into society, places higher value on the patterns of life adopted by mainstream society. Thus it fails to value alternative lifestyle models. Integration involves mixing freely with a group and adopting their values without necessarily losing personal values. It is argued that this has been interpreted as a form of 'mainstreaming' whereby people are perceived to be integrated into society but often fail to achieve the citizenship rights afforded to others in that society. Pluralism is seen as the most desirable approach to integration. Here people retain their separate identities and any differences are valued through an ethos of equality of opportunities. The paper progresses to consider how pluralism can be achieved. It argues that positive action is required so that a philosophy of anti-oppression and equal opportunity which underlies citizenship is adopted by society. The paper concludes that it may be necessary to adopt all three approaches to citizenship in order to reach all people within society.
Mike Redworth is currently Staff Training and Development Officer, Shropshire Social Services andGary Phillips is Senior Planning Officer, Carmarthenshire Social Services Department.It is now time for people with learning disabilities to become fully involved in community care planning at all levels. This paper highlights some possible reasons (and excuses!) why people have not been accepted as full and equal members of groups serving the planning and commissioning processes. It examines the issues and difficulties around enabling people to become full members and suggests strategies, interventions and good practice guidelines for overcoming those difficulties. Finally, it argues that people with learning disabilities should be key players in the planning of services that directly affect them.
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