Getting our voice heard: empowering people with a learning disability to influence adult safeguarding policy

Abstract

Purpose The purpose of this paper is to present an examination of the development of adult safeguarding policy from the perspectives of both policymakers and those who have sought to influence policy, to empower individuals with a learning disability to have a say in how policies, that influence their life and impact their right to independence, are developed. Design/methodology/approach This paper is based on a project which was led by a UK-wide interdisciplinary and multi-agency team, which included the central involvement of peer researchers who had lived experience of learning disability. It was based on a participatory disability research design. Findings Factors which enabled or restrained individuals with a learning disability, and their supporting organisations, from getting their voice heard in policy development, are identified. Originality/value This paper builds on policy theory and research, making recommendations for policy makers, disabled people and their supporting organisations as to how adult safeguarding policy, could be more effectively informed and influenced.

‘Getting our voices heard in research: a review of peer researcher’s roles and experiences on a qualitative study of adult safeguarding policy

“…The main aim of the project was to consider the process and impact of the involvement of disabled people in the development of adult safeguarding policy. The main findings from that aspect of the project included the identification of factors which enabled or restrained disabled people, and their organisations, informing and influencing policy and these are reported in a separate article [24].…”

“…A co-produced participatory design was used to address the following aims of the GOVH project, with the full project methodology and findings published in a separate article [24].…”

Educational Intervention System for Learning Disabilities of Rural Left-Behind Children Driven by Cognitive Intelligence

“…Left-behind children learning disabilities education intervention system mainly through the analysis and prediction of left-behind children learning conditions, and the condition of left-behind children learning data, analyze data, according to the analysis results of the prediction of left-behind children learning behavior, knowledge, and emotion, and adopt corresponding intervention measures, to solve the learning problems of left-behind children [4]. Left-behind children learning disabilities education intervention system hardware part consists of a digital pen, camera, and intelligent hand ring, left-behind children when using a digital pen, can use a digital pen to record the classroom teaching situation and realize positioning function, using the camera's audio work record students' classroom behavior, students can also be via a smart hand ring is used to record and observation condition [5].…”

Cognitive intelligence-driven learning disability education intervention for practical knowledge development of rural left-behind children

“…[5]. With the deepening of research in this field, the relationship between the self-awareness development, achievement attribution mode, behavior pattern, and behavior pattern of learning disabilities and their social characteristics will continue to develop and deepen in future educational intervention research from the perspective of social cognition [6].…”