Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts

Abstract

In this article we examine discourses, conceptualisations and practices of positive risk-taking for or by children and adults with learning disabilities. We identify tensions and contradictions in positive risk-taking discourses that are unhelpful for clarifying for practitioners how positive risk-taking might be implemented. We suggest a conceptual framework that incorporates creativity and resilience and use this to offer examples from special and inclusive education (Intensive Interaction and Learning without Limits) that illustrate how positive risk-taking can be found in education practices. We conclude by arguing that conceptual frameworks such as the one proposed, when linked to supportive frameworks and guiding principles that emphasise professional judgement, offer one way to problematise and challenge current risk-averse practices in education, health and social care settings.

Internet and people with intellectual disability: an approach to caregivers’ concerns, prevention strategies and training needs

“…Caregivers' beliefs and prejudices are psychological barriers that condition the use of the Internet by people with ID and these barriers are resistant to change (Parsons, Daniels, Porter, & Robertson, 2008). In fact, Seale, Nind and Simmons (2013) consider that caregivers' perceptions of vulnerability and risk management are determinants to provide the supports that people with ID need to gain online access.…”

“…insulting or threatening others) (Livingstone & Haddon, 2009). This perception of susceptibility to abuse stems from the ingenuity and credulity that inherently characterise the social behaviour of the patterns in its use and the factors that condition the access and use of such technologies (Seale et al, 2013). However, few studies have focused on the analysis of the perceptions of caregivers (i.e.…”

The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking?

“…Arguing that there is a lack of clarity about how positive risk-taking might be enacted and that the factors that might influence the development of positive risk-taking practices have been ignored, Seale and Nind (2010) and Seale, Nind and Simmons (2012) have developed a conceptual framework which focuses on creativity and resilience. Positive risk-taking involves developing strategies so that the risks of an activity or option are balanced against the benefits.…”

“…Technology use by people with learning disabilities needs to be considered however, within the context of an increasing 'risk culture'. For example, Seale, Nind and Simmons (2012) argue that perceptions of vulnerability, safeguarding and performance can dominate the way those who support people with learning disabilities think about and enact risk management. In health and social care settings, concerns regarding the abuse and exploitation of children and adults with learning disabilities and fears regarding litigation over client and employee safety influence risk practices.…”

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

“…Conversely, if the consequence were positive reward and the probability of a negative event low, then the risk is likely to be taken. In agreement with this, Seale, Nind, and Simmons (2013), whose risk-taking involves enabling people with learning disabilities to gain independence and greater well-being, advocate that the conceptualisation and implementation of positive risk-taking involves negotiating and making decisions which involve weighing the risks against the benefits. Their work proposes positive risk taking when the benefits and rewards outweigh potential harm.…”