This paper reports on the key findings of a study into the outcomes and costs of community care for a large cohort of people with learning disabilities, supported in 12…
This paper reports on the key findings of a study into the outcomes and costs of community care for a large cohort of people with learning disabilities, supported in 12 study sites across England, who left various long‐stay hospital 12 years ago as part of a centrally monitored and evaluated government policy initiative on deinstitutionalisation. It represents the last follow‐up of a raft of linked longitudinal evaluations, conducted at four time points over a twelve‐year period. The paper identifies the findings from the last follow‐up and interprets and presents them as summary observations and trends in relation to the findings in learning disability, briefly reviewing them in relation to wider evidence on deinstitutionalisation and community care in England.
The purpose of this paper is to analyse the reflective journals kept by 62 students researching and interviewing people with learning disabilities. The aim was to explore…
The purpose of this paper is to analyse the reflective journals kept by 62 students researching and interviewing people with learning disabilities. The aim was to explore the content and discover any themes that were generated throughout the journals as a result of the pre-, during- and post-interview process.
The method used to analyse the journals was Interpretative Phenomenological Analysis (Smith and Osborn, 2008).
The results showed that there was a shift from negative to positive reflections as the frequency of contact with people with learning disabilities increased and that the majority of students reported a change in attitude towards this group of individuals after experiencing direct contact (two to three meetings over a period of two months).
Implications of the findings are for government policies, promoting social inclusion through education, to offer the opportunity for direct contact with people with learning disabilities, (in keeping with Allport's, 1954 Contact Theory) at an earlier stage in education, fostering an environment for earlier attitude change and increased social inclusion.
Changing society's attitude through our education system may decrease marginalisation by the public as well as discriminatory and abusive behaviour found in some social and community care settings.
This piece of research may add value to social, government and educational policies. Finding an evidence base to continue to build policies for decreasing marginalisation and promoting social inclusion for people with learning disabilities.
This article focuses on the development and current situation of services for people with learning disabilities in England. Deinstitutionalisation started in the 1960s, when a series of scandals in hospitals were brought to public attention. In response, the 1971 government White Paper Better Services for the Mentally Handicapped was published, and the first community‐based services were introduced. Further policy papers attempted to modernise social services in the following period. The 2001 White paper Valuing People is the most recent policy framework specific to people with intellectual disabilities. It identifies rights, independence, choice and inclusion as the four leading principles for services and support, and will be of primary importance for future development. However, at present implementation is in the very early stages. Not least, the intense implementation of market mechanisms by the Thatcher Government in the 1980s and 1990s has led to a situation that is hard to grasp, the organisation of care and support varying from authority to authority.