Decoding<i>Valuing People</i>

Burton, Mark; Kagan, Carolyn

doi:10.1080/09687590600679899

Cited by 58 publications

(51 citation statements)

References 4 publications

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“…Several theorists have applied an anti-oppression framework to disability issues (Burton and Kagan, 2006;Charlton, 1998;Dossa, 2006Dossa, , 2009Leslie et al, 2003;Sargent, 2005;Sin and Yan, 2003). Linton (1998: 12) notes that:…”

Section: Theoretical Framework: Ableism and Neo-colonialism In Immigrmentioning

confidence: 97%

Immigration and disability: Ableismin the policies of the Canadian state

El‐Lahib

Wehbi

2011

International Social Work

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Section: Theoretical Framework: Ableism and Neo-colonialism In Immigrmentioning

confidence: 97%

Immigration and disability: Ableismin the policies of the Canadian state

El‐Lahib

Wehbi

2011

International Social Work

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“…Further, the underlying purpose of Direct Payments to secure social inclusion for disabled people -defined primarily by paid employment and independent living -favours those 'more educated, articulate and middle-class' physically disabled people, who are more capable of living independently and having a paid job (Spandler, 2004, p195). For people with learning disabilities, who more commonly do not work and live with families or in shared accommodation, the more mundane needs of providing 'meaningful activity', access to healthcare and participation in community activities -which all require funding and support -are likely to be neglected in this funding regime (Burton & Kagan, 2006). Therefore, whilst Direct Payments were hailed as an opportunity for the empowerment for all disabled people, they in fact are suited almost solely to physically disabled people.…”

Section: Personal Budgets and People With Learning Disabilitiesmentioning

confidence: 99%

Being in Control: Personal Budgets and the New Landscape of Care for People with Learning Disabilities

Hall

2009

Mental Health Review Journal

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A central element in the shift to a ‘personalised’ care system in the UK is the opportunity for disabled people to hold and manage budgets for the purchase of care and support, to replace local authority services. The delivery mechanisms of ‘Direct Payments’ and ‘Individual Budgets’ have allowed many disabled people to control their care and support better, and have promoted their social inclusion. However, the particular contexts and issues for people with learning disabilities in holding personal funding have been little considered. The paper sets out the broad themes of the introduction of personalised care, and examines the limited use by people with learning disabilities of Direct Payments and the subsequent development of Individual Budgets. The paper considers the challenges to the nature, spaces and relations of care commonly used by people with learning disabilities that personal budgets present, in particular for those with more severe disabilities. The paper concludes by suggesting ways in which people with learning disabilities can use personal budgets, whilst maintaining the collective relations and spaces of caring desired by many.

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“…Attitudes have been found to persist among staff that community inclusion is more suited to those with mild intellectual disability (Bigby, Clement, Mansell, & Beadle-Brown, 2009;Bigby, Cooper, & Reid, 2012). This may be compounded by the use of images of people with less severe forms of disability in public representations of disability policy (Burton & Kagan, 2006). Reinders (2002) suggested that progress toward greater social participation of people with intellectual disability requires change to the social processes that continue to disadvantage them.…”

Section: Introductionmentioning

confidence: 99%

“She's been involved in everything as far as I can see”: Supporting the active participation of people with intellectual disability in community groups

Craig

Bigby

2014

Journal of Intellectual and Developmental Disability

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Background The social processes that operate in community groups need to be better understood if people with intellectual disability are to be included in such groups. This study aimed to identify the nature and impact of the group processes on the active participation of people with intellectual disability. Method Extensive field notes were taken during 2 years of participant observation whereby 5 people with a moderate level of impairment were supported to participate as individuals in community groups for periods of 5 to 10 months. Analysis used a critical realist approach. Results Active participation was influenced by the interaction of 5 key social processes: leadership response, characteristics of the participants with intellectual disability, access to expertise, the presence of an integrating activity, and dealing with the difference dilemma. Conclusions By revealing these processes, the study identified a number of interventions and ways of approaching community groups that have the potential to increase the extent to which people with moderate levels of impairment become active participants.

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DecodingValuing People

Cited by 58 publications

References 4 publications

Immigration and disability: Ableismin the policies of the Canadian state

Immigration and disability: Ableismin the policies of the Canadian state

Being in Control: Personal Budgets and the New Landscape of Care for People with Learning Disabilities

“She's been involved in everything as far as I can see”: Supporting the active participation of people with intellectual disability in community groups

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