|About the book|
"The editors have brought together a range of eminent contributors who present a range of issues throughout the life cycle. The book asserts that it hopes to 'assist readers to anticipate change and discontinuity in people's lives and think about strategies to support them' through the many challenges that they may face in their lives. In my view this book certainly does that and the editors and contributors are to be congratulated on the production of a relevant and contemporary text that I have no hesitation in both endorsing and recommending to all involved in supporting and or caring for people with learning disabilities."
Professor Bob Gates, Project Leader - Learning Disabilities Workforce Development, NHS Education South Central, UK
"The editors have gathered an authoritative faculty to present and discuss a range of contemporary issues; both practical and ethical. The text is well grounded in the lived experience of people with disability and draws on the evidence-base of contemporary science. Each chapter includes thought provoking exercises. This is a seminal text for students and practitioners, researchers and policy makers."
Associate Professor Keith R. McVilly, Deakin University, Australia
"I currently own a copy of the first edition and it has proved an invaluable resource time and time again. There is not an essay I complete that does not make reference to the book and I can consistently use it to reflect back on my practice as a student nurse and social worker. Having read several extracts from the new edition it does appear to include very high quality content covering learning disabilities over the lifespan ... if I were to personally recommend any book for budding or current learning disability professionals then this would be it."
James Grainger, Student Nurse/Social Worker, Sheffield Hallam University, UK
"I like the way it has primary and secondary information from a range of sources. The exercises in the book also get you to think about the situation in question which helps us think about our values and anti-oppressive practice ... This book really does start with the basics and having a learning disability from birth and the effects, to in depth knowledge and literature ... This book would be very helpful to me as it brings in literature policies and models from both a health and social side, which is important for my course and collaborative working."
Laura Jean Lowe, Student Nurse, Sheffield Hallam University, UK
"It is written with a clearly conveyed in-depth knowledge and in a way that has professional lived experience within the context of the work. The authors have taken into account the emotional, client-centred approach to the modern practitioner's practice ... The book gives a true wealth of good practice scenarios that can only help practitioners be good at what they do and aspire to be."
Lee Marshall, Student Nurse, Sheffield Hallam University, UK
With its spread of chapters covering key issues across the life cycle this text has established itself as the foundational primer for those studying the lived experiences of people with learning disabilities and their families, and outcomes achieved through services and support systems.
Recognising learning disability as a lifelong disability, this accessible book is structured around the life cycle. The second edition is refreshed and expanded to include seven new chapters, covering:
With contributions from respected figures from a range of disciplines, the book draws heavily upon multidisciplinary perspectives and is based on the latest research and evidence for practice. The text is informed by medical, social and legal models of learning disability, exploring how "learning disability" is produced, reproduced and understood.
Extensive use is made of real-life case studies, designed to bring theory, values, policy and practice to life. Narrative chapters describe, in the words of people with learning disabilities themselves, their lives and aspirations. They helpfully show readers the kinds of roles played by families, advocates and services in supporting people with learning disabilities. New exercises and questions have been added to encourage discussion and reflection on practice.
Learning Disability is core reading for students entering health and social care professions to work with people with learning disabilities. It is a compelling reference text for practitioners as it squarely addresses the challenges facing people with learning disability, their loved ones and the people supporting them.
Contributors Dawn Adams, Kathryn Almack, Dorothy Atkinson, Nigel Beail, Christine Bigby, Alison Brammer, Jacqui Brewster, Hilary Brown, Jennifer Clegg, Lesley Cogher, Helen Combes, Clare Connors, Bronach Crawley, Eric Emerson, Margaret Flynn, Linda Gething, Dan Goodley, Peter Goward, Gordon Grant, Chris Hatton, Sheila Hollins, Jane Hubert, Kelley Johnson, Gwynnyth Llewellyn, Heather McAlister, Michelle McCarthy, Alex McClimens, Roy McConkey, David McConnell, Keith McKinstrie, Fiona Mackenzie, Ghazala Mir, Ada Montgomery, Lesley Montisci, Elizabeth Murphy, Chris Oliver, Richard Parrott, Paul Ramcharan, Malcolm Richardson, Bronwyn Roberts, Philippa Russell, Kirsten Stalker, Martin Stevens, John Taylor, Irene Tuffrey-Wijne, Sally Twist, Jan Walmsley, Kate Woodcock
|About the authors|
Gordon Grant is Emeritus Professor at the Centre for Health and Social Care Research, Sheffield Hallam University, UK.
Paul Ramcharan is Co-ordinator of Research and Public Policy at the Australian Centre for Human Rights Education, RMIT University, Melbourne, Australia.
Margaret Flynn is the Independent Chair of Lancashire County Council's Safeguarding Adults Board, a Senior Associate of CPEA Ltd., and a Director of Flynn and Eley Associates Ltd., UK.
Malcolm Richardson is Principal Lecturer at Sheffield Hallam University, UK.
|Table of contents|
Introduction - why the life cycle?
Part 1 - The construction of learning disability
Narratives and people with learning disabilities
Social constructions and social models: Disability explained?
The roots of biomedical diagnosis
Learning disability and the law
Models of service delivery
Maintaining a commitment to quality
Advocacy, campaigning and people with learning difficulties
Part 2 - Childhood and early parenting
Children with learning disabilities talking about their everyday lives
Communication with children and young people
The importance of aetiology of intellectual disability
Breaking the news and early intervention
Addressing the physical and sensory needs of children with profound and multiple learning disabilities
Family care: Experiences and expectations
Part 3 - Adolescence and transitions to adulthood
Adolescents and younger adults: Narrative accounts
Transition: A moment of change
Safeguarding adults with learning disabilities against abuse
Promoting healthy lifestyles: Challenging behaviour
(Almost) everything you ever wanted to know about sexuality and learning disability but were always too afraid to ask
The sexual lives of women with learning disabilities
Supporting people with learning disabilities within the criminal justice system
Independence, reciprocity and resilience
Personalizing learning disability services
Part 4 - Adult identities and community inclusion
You have to prove yourself all the time: People with learning disabilities as parents
Promoting friendships and developing social networks
Enabling and supporting person-centred planning
Culture and ethnicity: Developing accessible and appropriate services for health and social care
Work, supported employment and leisure
Promoting healthy lifestyles: Mental health
Retrieving lost identities: Men with severe intellectual disabilities and mental health problems in long-term care
Engaging communities of interest
Part 5 - Experiences of ageing and end-of-life issues
A late picking: Narratives of older people with learning disabilities
Growing old: Adapting to change and realizing a sense of belonging, continuity and purpose
Healthy and successful ageing
Research and emancipation: Prospects and problems