What place is there for shared housing with individualized disability support?

2019 ◽  
Vol 43 (1) ◽  
pp. 60-68 ◽  
Author(s):  
Karen R. Fisher ◽  
Christiane Purcal ◽  
Anna Jones ◽  
Deborah Lutz ◽  
Sally Robinson ◽  
...  
Author(s):  
Christiane Purcal ◽  
Karen R. Fisher ◽  
Ariella Meltzer

Australia is implementing an ambitious new approach to individualised disability support based on a social insurance model. In a world first, the National Disability Insurance Scheme (NDIS) is funded through a levy on income and general taxation and gives Australians with disability an entitlement to social service support. This chapter describes the NDIS approach and implementation so far and summarises concerns and challenges about the NDIS discussed in the literature. It uses data from an action research project to inform feasibility questions about how people find out about and receive the individualised support they need. The chapter highlights a basic gap in people’s familiarity with what individualised support is, how it works and how they might benefit from the new approach. A policy implication is that, with the expansion of individualised support, the public is likely to need various opportunities and forms of information sharing, to explore and learn from each other about what the new approach is and what its possibilities are.


2012 ◽  
Vol 21 (21-22) ◽  
pp. 3047-3060 ◽  
Author(s):  
Karin Wolf-Ostermann ◽  
Andreas Worch ◽  
Thomas Fischer ◽  
Ines Wulff ◽  
Johannes Gräske

2021 ◽  
Author(s):  
Nicole Ineese-Nash

This paper details an institutional ethnography conducted in Constance Lake First Nation, a rural Oji-Cree community in northern Ontario, Canada. The study is a part of a larger project called the Inclusive Early Childhood Service System Project, which is partnered with several municipalities and service organizations in four communities across Ontario. The current project examined six family narratives of accessing disability support services for young children. The project seeks to understand how the service system functions from the perspective of families, and the impact of institutional interactions on families within the service system. Employing critical disability theory and Indigenous perspectives of child development, the study seeks to develop a culturally-based conceptualization of disability support for Indigenous children with disabilities or gifts.


2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Sam Murray ◽  
Roger Loveless

Disabled people and their whänau have poorer outcomes across a wide range of wellbeing and living standards measures.1 Yet disability analysis does not appear to be well integrated into government decision making on wellbeing. This article builds a framework for understanding disability in a wellbeing context by using the Treasury’s Living Standards Framework and Sophie Mitra’s human development model for disability and health. One of the most important aspects of Mitra’s model is the interaction between resources and structural factors. Structural factors, such as an inaccessible built environment, force disabled people to spend more resources to get the same outcomes as nondisabled people. Publicly funded disability support is essential to counteract these structural factors. We also need to improve the usability of the four capitals for disabled people and their whänau to reduce these structural barriers.


Author(s):  
Bryan Dallas ◽  
Julie Ramisch ◽  
Alyssa Ashmore

We investigated the need for family member involvement for students with Autism Spectrum Disorder (ASD) in postsecondary settings. We also looked at the perceived needed and fulfilled roles of family members and if family member involvement resulted in positive outcomes for postsecondary students with ASD. We surveyed 211 postsecondary Disability Support Professionals (DSPs) through the AHEAD organization. Using a mixed methods approach including inductive content analysis, results primarily indicated that there is a need for family members to be involved non-academically with students with ASD. We discuss roles that DSPs think family members should fulfill versus roles that DSPs think that family members are actually fulfilling. It is apparent that DSPs think family member involvement is important but must be balanced with increasing the independence of students with ASD while enrolled in school.


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