BOOK
Learning Disabilities - E-Book
Helen Atherton | Debbie Crickmore | Jonathan Evans | Eamon Shanley
(2011)
Additional Information
Book Details
Abstract
Learning Disabilities: Toward Inclusion (formerly edited by Bob Gates) is one of the leading textbooks in this field. It offers real ways to improve quality of experience for people with learning disabilities in all areas of life.
This new edition brings together a comprehensive and coherent collection of material from eminent authors with a wealth of professional backgrounds and roles. Its contemporary focus reflects practice developments including the impact of changing policy and legislation on the nature and configuration of services.
The leading textbook for carers of people with learning disabilities
A comprehensive overview of the field of learning disabilities care
Well-written accessible content
Activities, case studies, diagrams and further resources including useful web links
- the embedding of key themes across chapters to draw diverse material into an integrated whole. These are: person-centredness, values, the reality of practice, the range of ability, the range of services and national and international perspectives.
- chapters on advocacy, personal narratives and life story, inclusive research, risk, safeguarding, sensory awareness, epilepsy and end-of-life care
- online case studies and activities with critical-thinking questions and ‘hot links’ to web resources to extend knowledge and understanding thereby facilitating learning
- a fully searchable, customisable electronic version of the text to enable easy access and quick reference
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Learning Disabilities Toward Inclusion | iii | ||
| Copyright | iv | ||
| Contents | v | ||
| Contributors | vii | ||
| Foreword by Jonathan Evans | ix | ||
| Foreword by Eamon Shanley | x | ||
| Preface | xi | ||
| Section 1: Living with learning disabilities | 1 | ||
| Chapter 1: The social construction of learning disability | 3 | ||
| Key issues | 3 | ||
| Introduction | 3 | ||
| A social constructionist perspective | 4 | ||
| Ways of knowing about learning disability and the consequences of this knowledge for people with learning disabilities | 11 | ||
| Conclusions | 15 | ||
| Section 2: Implementing values-based support | 89 | ||
| Chapter 6: Let me speak - facilitating communication | 91 | ||
| Key issues | 91 | ||
| Introduction | 91 | ||
| What is communication? | 92 | ||
| Challenges in everyday communication | 95 | ||
| Adapting our communication | 97 | ||
| Profiling an individual´s communication strengths and support needs | 105 | ||
| Inclusive communication | 106 | ||
| A responsive environment | 106 | ||
| Total Communication | 107 | ||
| Conclusion | 107 | ||
| References | 108 | ||
| Further reading | 110 | ||
| Useful addresses | 111 | ||
| Chapter 7: Advocacy | 113 | ||
| Key issues | 113 | ||
| Introduction | 113 | ||
| Policy and legislative context of advocacy | 114 | ||
| Self-advocacy | 116 | ||
| Citizen advocacy | 15 | ||
| Other types of advocacy | 26 | ||
| The changing ethos and practice of services | 28 | ||
| Advocacy skills for professionals | 28 | ||
| Section 3: Overcoming challenges to good health | 215 | ||
| Chapter 13: Enabling good health | 217 | ||
| Key issues | 217 | ||
| Introduction | 217 | ||
| Health and difference: discrimination and prejudice | 218 | ||
| Enablement, mediation and advocacy | 220 | ||
| The social determinants of health | 222 | ||
| Interventions that improve health | 223 | ||
| Monitoring and evaluating care at national and local levels | 231 | ||
| Teaching and training health care workers | 233 | ||
| New roles for learning disabilities practitioners | 233 | ||
| Conclusion | 233 | ||
| References | 234 | ||
| Further reading | 236 | ||
| Useful addresses | 236 | ||
| Chapter 14: Physical health | 239 | ||
| Key issues | 239 | ||
| Introduction | 239 | ||
| Physical disabilities: an overview | 240 | ||
| Person-centred assessment and interventions | 240 | ||
| Disorders of movement | 241 | ||
| Pain assessment and management | 26 | ||
| Nutrition and hydration | 27 | ||
| Bladder and bowel function | 29 | ||
| Conclusion | 256 | ||
| Section 4: Facilitating transition across the lifespan | 377 | ||
| Chapter 21: Working with people to make choices | 379 | ||
| Key issues | 379 | ||
| Introduction | 379 | ||
| Barriers to choice | 380 | ||
| Our thinking about care | 380 | ||
| Understanding choice | 382 | ||
| The professional and the citizen | 384 | ||
| Conclusion | 393 | ||
| References | 394 | ||
| Further reading | 394 | ||
| Useful addresses | 394 | ||
| Chapter 22: Working with families | 395 | ||
| Key issues | 395 | ||
| Acknowledgement | 395 | ||
| Introduction | 395 | ||
| Who is a family carer? | 396 | ||
| Policies, strategies and legislation | 396 | ||
| Developing understanding of the context of caring | 398 | ||
| Identifying issues in respect of approaches and support from services | 399 | ||
| Positive approaches to supporting family carers | 401 | ||
| Conclusion | 408 | ||
| References | 409 | ||
| Further reading | 411 | ||
| Useful addresses | 412 | ||
| Useful websites | 412 | ||
| Chapter 23: Childhood | 413 | ||
| Key issues | 413 | ||
| Introduction | 413 | ||
| Defining child | 414 | ||
| The developing child | 415 | ||
| Aiming higher for disabled children: better support for families | 421 | ||
| Family experience | 421 | ||
| Transition through childhood | 424 | ||
| Safeguarding children in need | 424 | ||
| Conclusion | 426 | ||
| References | 426 | ||
| Further reading | 429 | ||
| Useful addresses | 429 | ||
| Chapter 24: Leisure and friendships | 431 | ||
| Key issues | 431 | ||
| Introduction | 431 | ||
| The social status of people with learning disabilities | 432 | ||
| Promoting social inclusion through leisure | 435 | ||
| Creating active and social lifestyles | 439 | ||
| Opportunities and risks | 444 | ||
| Conclusion - re-creation of social and leisure opportunities | 445 | ||
| References | 445 | ||
| Further reading | 447 | ||
| Useful addresses | 447 | ||
| Chapter 25: Education for children and young people with learning disabilities | 449 | ||
| Key issues | 449 | ||
| Introduction | 449 | ||
| A historical overview | 450 | ||
| The Warnock Report and beyond | 451 | ||
| SEN Code of Practice | 452 | ||
| Transition | 456 | ||
| Working with parents and families | 457 | ||
| Inclusion | 458 | ||
| Every Child Matters and Every Disabled Child Matters | 458 | ||
| The curriculum | 459 | ||
| Developing the pupil voice | 460 | ||
| Life-long learning | 462 | ||
| Issues for staff in school | 463 | ||
| Multi-agency working | 464 | ||
| The global dimension and the international perspective | 464 | ||
| Conclusion | 465 | ||
| References | 465 | ||
| Further reading | 466 | ||
| Useful addresses | 466 | ||
| Chapter 26: Employment | 467 | ||
| Key issues | 467 | ||
| Introduction | 467 | ||
| Definition of employment | 468 | ||
| Policy context | 469 | ||
| Key concepts | 471 | ||
| Meaning of employment | 472 | ||
| People with learning disabilities want real jobs | 473 | ||
| Potential barriers to employment | 473 | ||
| 'Supported employment' approach | 476 | ||
| Realities of practice | 478 | ||
| Key principles for best practice | 480 | ||
| Conclusion | 480 | ||
| Dedication | 480 | ||
| References | 480 | ||
| Further reading | 483 | ||
| Useful addresses | 483 | ||
| Chapter 27: A place to live | 485 | ||
| Key Issues | 485 | ||
| Introduction | 485 | ||
| Housing: history, policy and reality | 486 | ||
| Design for living | 489 | ||
| Housing options | 492 | ||
| Housing rights | 497 | ||
| Common issues | 498 | ||
| Conclusion | 499 | ||
| References | 500 | ||
| Further reading | 500 | ||
| Useful addresses | 501 | ||
| Chapter 28: Sexual and personal relationships | 503 | ||
| Key issues | 503 | ||
| Introduction | 503 | ||
| The story so far | 504 | ||
| All is well? | 507 | ||
| The need for a new framework | 509 | ||
| Conclusion | 30 | ||
| References | 15 | ||
| Further reading and resources | 16 | ||
| Further reading | 16 | ||
| Useful addresses | 16 | ||
| Chapter 2: Causes of learning disability | 17 | ||
| Genetics and inheritance | 19 | ||
| Chromosomal abnormalities | 20 | ||
| Gene abnormalities | 20 | ||
| Genetic counselling | 24 | ||
| Environmental and genetic causes of learning disability by time | 25 | ||
| Conclusion | 32 | ||
| References | 33 | ||
| Further reading | 34 | ||
| Useful addresses | 34 | ||
| Chapter 3: Eugenics: the creation andmaintenance of difference | 35 | ||
| Key issues | 35 | ||
| Introduction | 35 | ||
| What is eugenics? | 36 | ||
| The problem of the feeble-minded | 37 | ||
| Eugenics in practice | 40 | ||
| Role of professional groups | 46 | ||
| Eugenics today | 48 | ||
| The importance of acknowledging and accepting the past | 49 | ||
| Conclusion | 50 | ||
| References | 50 | ||
| Further reading | 53 | ||
| Useful addresses | 53 | ||
| Chapter 4: Values-based support | 55 | ||
| Key issues | 55 | ||
| Introduction | 55 | ||
| What are values? | 56 | ||
| Human dignity - the heart of human flourishing | 57 | ||
| Introducing Mary | 58 | ||
| Person-centredness and citizenship | 60 | ||
| Partnership | 65 | ||
| From normalisation to inclusion | 67 | ||
| Conclusion | 71 | ||
| References | 71 | ||
| Further reading | 73 | ||
| Useful addresses | 73 | ||
| Chapter 5: Ethical issues | 75 | ||
| Key Issues | 75 | ||
| Introduction | 75 | ||
| The nature of ethics | 76 | ||
| Ethical perspectives | 77 | ||
| A principles approach to ethics | 79 | ||
| Working through ethical dilemmas | 84 | ||
| Conclusion | 87 | ||
| References | 87 | ||
| Further reading | 88 | ||
| Useful addresses | 88 | ||
| Chapter 8: Personal narrative and life story | 131 | ||
| Key issues | 131 | ||
| Introduction | 131 | ||
| What are oral histories, narratives and life stories? | 132 | ||
| Why is this approach gaining popularity? | 134 | ||
| What about life stories? | 134 | ||
| Building and exploring the context for narratives and oral histories | 134 | ||
| Gathering a narrative or oral history | 135 | ||
| Life story work | 138 | ||
| Ethical considerations | 139 | ||
| Practical examples | 140 | ||
| Conclusion | 143 | ||
| References | 143 | ||
| Further reading | 144 | ||
| Useful addresses | 144 | ||
| Chapter 9: Person-centred strategies for planning | 145 | ||
| Key issues | 145 | ||
| Introduction | 145 | ||
| Person-centred values | 146 | ||
| Person-centred planning | 147 | ||
| Facilitating the person-centred planning process | 149 | ||
| To have a dream | 152 | ||
| Person-centred risk | 153 | ||
| Developing the facilitator role | 155 | ||
| Person-centred thinking | 156 | ||
| Person-centred planning coordination | 157 | ||
| Conclusion | 158 | ||
| References | 158 | ||
| Further reading | 159 | ||
| Useful addresses | 159 | ||
| Chapter 10: Inclusive research... | 161 | ||
| Key issues | 161 | ||
| Introduction | 161 | ||
| Nature of emancipatory research | 162 | ||
| Research makes a difference, but on whose terms? | 163 | ||
| Deciding what research should be carried out | 163 | ||
| Planning the context and control of the research | 165 | ||
| Supporting inclusive research | 166 | ||
| Learning research skills | 169 | ||
| Collecting data | 170 | ||
| Owning the research: saying what it all means | 171 | ||
| Dissemination | 173 | ||
| Conclusion | 175 | ||
| References | 175 | ||
| Further reading | 177 | ||
| Useful addresses | 177 | ||
| Chapter 11: Positive risk taking | 179 | ||
| Key issues | 179 | ||
| Introduction | 180 | ||
| The nature of positive risk taking | 180 | ||
| Defining risk | 180 | ||
| Risk: managing uncertainty and allocating blame | 181 | ||
| The importance of positive risk taking | 183 | ||
| Impediments to positive risk taking and ways of overcoming them | 186 | ||
| Methods of facilitating spontaneity and informality in risk taking: advocacy, trust and communication | 189 | ||
| Conclusion | 192 | ||
| References | 192 | ||
| Further reading | 194 | ||
| Useful addresses | 194 | ||
| Chapter 12: Safeguarding against abuse and harm | 197 | ||
| Key issues | 197 | ||
| Introduction | 197 | ||
| Background and historical overview | 198 | ||
| Policy and legislation | 199 | ||
| Definitions and categories of abuse | 200 | ||
| Settings of abuse | 28 | ||
| Perpetrators of abuse | 28 | ||
| The impact of abuse | 28 | ||
| Why are people with learning disabilities abused? | 28 | ||
| Responding to abuse and harm | 30 | ||
| Safeguarding - towards inclusion | 31 | ||
| Chapter 15: Sensory awareness | 259 | ||
| Key issues | 259 | ||
| Introduction | 259 | ||
| Dual/multi-sensory impairment | 260 | ||
| Sight | 261 | ||
| Hearing | 267 | ||
| Sense of smell | 270 | ||
| Sense of taste | 271 | ||
| Sense of touch | 272 | ||
| Combining awareness of the senses in your work | 273 | ||
| Conclusion | 273 | ||
| References | 274 | ||
| Further reading | 275 | ||
| Useful addresses | 275 | ||
| Chapter 16: Epilepsy | 277 | ||
| Key issues | 277 | ||
| Introduction | 278 | ||
| Causation and classification | 278 | ||
| Seizure types | 279 | ||
| Assessment and diagnostic process | 282 | ||
| Treatment and management | 284 | ||
| Epilepsy and the individual | 289 | ||
| Epilepsy and mental health | 290 | ||
| Meeting the health needs of those with epilepsy | 291 | ||
| Conclusion | 294 | ||
| References | 296 | ||
| Further reading | 297 | ||
| Useful addresses | 297 | ||
| Chapter 17: Mental health problems in people with learning disabilities | 299 | ||
| Key issues | 299 | ||
| Introduction | 300 | ||
| What do we mean by the term 'mental health problems'? | 301 | ||
| Types of mental health problems | 301 | ||
| Prevalence of mental health problems | 302 | ||
| Recognising the signs/symptoms of mental health | 303 | ||
| Using a bio-psycho-social model to understand mental health | 304 | ||
| Assessing mental health problems | 28 | ||
| Interventions for mental health problems | 30 | ||
| Health promotion | 31 | ||
| Interprofessional working | 31 | ||
| Conclusion | 31 | ||
| Training materials for staff | 34 | ||
| Chapter 18: Challenging behaviour | 319 | ||
| Key issues | 319 | ||
| Introduction | 319 | ||
| Definitions and associated issues | 319 | ||
| Prevalence and demography | 321 | ||
| Causation | 322 | ||
| Assessment of challenging behaviour | 327 | ||
| Interventions | 329 | ||
| Working within an ethical and legal framework | 332 | ||
| Conclusion | 334 | ||
| References | 334 | ||
| Further reading | 337 | ||
| Useful addresses | 337 | ||
| Chapter 19: Working with offenders | 339 | ||
| Key Issues | 339 | ||
| Introduction | 340 | ||
| Prevalence and experience of people with learning disabilities in the criminal justice system | 340 | ||
| Legal and policy framework | 341 | ||
| Diversion away from the criminal justice system | 342 | ||
| Service provision | 342 | ||
| Criminal justice liaison and diversion schemes | 343 | ||
| Contact with the police | 344 | ||
| The criminal courts | 348 | ||
| The National Offender Management Service (NOMS) | 350 | ||
| The Prison Service | 351 | ||
| Conclusion | 354 | ||
| References | 354 | ||
| Further reading | 356 | ||
| Useful addresses | 356 | ||
| Chapter 20: Autism spectrum conditions | 357 | ||
| Key issues | 357 | ||
| Introduction | 357 | ||
| What defines autism? | 358 | ||
| Life with autism spectrum condition | 362 | ||
| How is autism spectrum condition identified? | 363 | ||
| What causes autism? | 363 | ||
| Interventions | 365 | ||
| Conclusion | 374 | ||
| References | 374 | ||
| Useful addresses | 376 | ||
| Resources | 34 | ||
| Chapter 29: Growing older: meeting the needs of people with learning disabilities | 519 | ||
| Key issues | 519 | ||
| Introduction | 519 | ||
| Understanding the ageing process among people with learning disabilities | 520 | ||
| Physical health of older people with learning disabilities | 521 | ||
| Mental health of older people with learning disabilities | 521 | ||
| Healthy ageing | 523 | ||
| Facilitating healthy ageing among older people with learning disabilities | 524 | ||
| Quality of life | 526 | ||
| Older carers of people with learning disabilities | 526 | ||
| Services for older people with learning disabilities | 527 | ||
| Retirement | 529 | ||
| Role of professionals in meeting the needs of older people with learning disabilities | 529 | ||
| Conclusion | 530 | ||
| References | 531 | ||
| Further reading | 534 | ||
| Useful addresses | 534 | ||
| Chapter 30: End of life | 535 | ||
| Key Issues | 535 | ||
| Acknowledgement | 535 | ||
| Introduction | 535 | ||
| Death as loss | 536 | ||
| End of life care | 537 | ||
| Living with loss | 540 | ||
| Bereavement and people with a learning disability | 543 | ||
| Conclusion and recommendations | 548 | ||
| References | 549 | ||
| Further reading and useful addresses | 551 | ||
| Index | 553 |