Recipe for a Good Life

2021 ◽  
Vol 15 (3) ◽  
pp. 307-327
Author(s):  
Jade French ◽  
Leah Jones
Keyword(s):  
Learning Disabilities ◽  
Good Life ◽  
Life Story ◽  
Learning Disabled ◽  
Local Learning ◽  
Disabled People ◽  
Art Exhibition ◽  
Participatory Arts ◽  
Work And Life

Recipe for a Good Life (2019) was an art exhibition at the Brindley in Cheshire which explored what it means to live a “good life” to local learning disabled people. Curated by self-advocate Leah Jones, it featured artworks created via a public participatory arts programme, where self-advocates, SEND schools, disability professionals, families, carers, and gallery visitors came together to share their different visions of what living a good life meant to them. This article documents and reflects on this exhibition using a life story approach. By describing the exhibition from Leah’s own perspective, this article offers an account of how this exhibition was curated, and furthermore, how her curatorial work and life as a self-advocate intersect, demonstrating the important role people with learning disabilities have the potential to play in culture as artists, communicators, and curators.

Participation of learning disabled people in the parliamentary election of 2019 in the United Kingdom

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elaine James ◽  
Chris Hatton ◽  
Rob Mitchell
Keyword(s):  
Learning Disabilities ◽  
United Kingdom ◽  
Social Workers ◽  
Learning Disabled ◽  
Political Life ◽  
Parliamentary Election ◽  
Disabled People ◽  
Content Type ◽  
The United Kingdom ◽  
The Right

Purpose Participation of people with learning disabilities in the United Kingdom (UK) Parliamentary Elections has previously been found to be lower than that of non-learning disabled peers. This paper aims to consider whether an intervention to support the right to take part in democratic and political life may result in increased participation rates. Design/methodology/approach Data were gathered by social workers from 135 learning disabled people about their voter registration and voting in the May 2019 UK local government election. Social workers subsequently ran a promote the vote campaign with this cohort and gathered the same data in respect of the December 2019 UK Parliamentary Election. Findings Following the campaign, there were statistically significant increases in both the proportion of people who registered to vote and in the proportion who voted. Originality/value People with learning disabilities are more likely to vote if made aware of their rights and supported to do so.

Commentary on “Participation of learning disabled people in the parliamentary election of 2019 in the United Kingdom”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew Potocnik
Keyword(s):  
Learning Disabilities ◽  
United Kingdom ◽  
Political Participation ◽  
Learning Disabled ◽  
Parliamentary Election ◽  
Disabled People ◽  
Content Type ◽  
The United Kingdom ◽  
To Receive ◽  
Do So

Purpose The purpose of this paper is to provide a commentary on the article ‘‘Participation of Learning Disabled People in the Parliamentary Election of 2019 in the United Kingdom’’. Design/methodology/approach Personal experience of advocating in Australia for the rights of people with learning disabilities to vote and to receive the necessary support to do so. Findings People with learning disabilities have persistently been excluded from political participation. This is an abuse of their human rights. Originality/value There are many barriers to the political participation of people with learning disabilities, and advocacy on a number of fronts will be necessary to achieve change.

Learning Disabilities and Reading: Instructional Recommendations from Current Research

1983 ◽  
Vol 50 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Teacher Effectiveness ◽  
Direct Instruction ◽  
Learning Disabled ◽  
Cognitive Resources ◽  
Students With Learning Disabilities ◽  
Teaching Of Reading ◽  
Education Of Students

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

scholarly journals HoNOS in long-stay patients with learning disabilities

1998 ◽  
Vol 22 (5) ◽  
pp. 306-308 ◽  
Author(s):  
Olakunle Ashaye ◽  
George Mathew ◽  
Elizabeth Rigby
Keyword(s):  
Learning Disabilities ◽  
Activities Of Daily Living ◽  
Daily Living ◽  
Learning Disabled ◽  
Health Problems ◽  
Sufficient Detail ◽  
Disabled Patients

This study, assessed 63 older, long-stay, learning disabled patients, the Health of the Nation Outcome Scales (HoNOS) highlighted the expected problems in areas of cognition, physical illnesses or disabilities, relationships and activities of daily living. No significant changes were observed in the problems assessed using the HoNOS over a six-month period in this group of patients with relatively stable health problems and needs. HoNOS proved to be useful in identifying some expected problems. However, further studies are needed to assess its sensitivity to changes secondary to improvement or worsening of problems along with wider use to see if its brevity allows it to give sufficient detail on the problems of persons with learning disabilities.

scholarly journals Star Performances: Ed Roberts on the Speaking Circuit, 1983-1995

2020 ◽  
Vol 40 (4) ◽  
Author(s):  
Scot Danforth
Keyword(s):  
Civil Rights ◽  
Research Methods ◽  
Lived Experiences ◽  
Life Story ◽  
Historical Research ◽  
Disability Rights ◽  
Disabled People ◽  
California Department ◽  
Personal Stories ◽  
Performed Identity

This article uses historical research methods to explore noted disability rights leader Ed Roberts' performances on the speaker circuit between 1983, when he left his position as director of the California Department of Rehabilitation, and his death in 1995. This article examines how he managed his performed identity, his self as presented on stage, in order to be a disability star. Using his own life story as a poignant example, he narrated an autobiography of how a paralyzed man could live a vigorous, successful, indeed a joyful life. His personal stories communicated his lived experiences of battling discrimination and stereotypes. Roberts skillfully and strategically marshalled his own growing celebrity as the most prominent disabled American while he promoted the cause of civil rights for disabled people.

Referential Communication Abilities of Learning Disabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 70-75 ◽  
Author(s):  
Margaret M. Noel
Keyword(s):  
Learning Disabilities ◽  
Communication Competence ◽  
Learning Disabled ◽  
Spoken Language ◽  
Referential Communication ◽  
Communication Effectiveness ◽  
Language Function ◽  
Disabled Children ◽  
Communication Ability ◽  
General Communication

Disorders of spoken language have long been associated with learning disabilities. Recent research has focused less on linguistic characteristics and more on general communication effectiveness. This study investigated the referential communication ability of LD and non-LD elementary students. Developmental research has indicated that this language function tends to be well developed by early childhood and is a major precursor of later communication competence. Results of the present study indicated that LD students were less effective in providing descriptive information about objects than non-LD peers. Further analysis of LD communication revealed that such a lack of effectiveness was due to the LD students' limited use of labeling in their verbal descriptions.

Learning Disability Research: How Far Have We Progressed?

1981 ◽  
Vol 4 (4) ◽  
pp. 372-381 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Control Groups ◽  
Wide Range ◽  
Experimental Learning ◽  
Quasi Experimental ◽  
And Control ◽  
Disability Research

This article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Findings indicate that (1) the vast majority of these studies are quasi-experimental in nature; (2) control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies; (3) comparability between experimental and control groups was not adequately established in numerous reports; (4) fewer than half of the studies utilized subjects classified as learning disabled; (5) in more than two-fifths of the studies involving learning disabled subjects, the criteria for such classification were not provided; (6) studies which did operationally define learning disabilities utilized a wide range of criteria. The ethical limitations of conducting experimental learning disability research are discussed and suggestions for enhancing such research are offered. Finally, the importance of focusing research efforts on homogeneous populations (e.g., the severely learning disabled) is illustrated.

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