This book examines new developments in provisions for people with learning disabilities. It establishes the current network of services as a base and reduces aspects of the NHS, Community Care Act (1990) and Disabled Persons Act (1986) to terminology accessible to professionals and others engaged in this area. Building on "Services for the Mentally Handicapped in Britain" (Malin, Race and Jones, 1980), it includes additional chapters such as advocacy/empowerment and recreation and leisure. Other parts of the book consider in more detail concepts engendered in the new legislation: care-management and assessment, quality and inspection, and inter-agency planning. The book aims to provide a broad review of material based on research and local developments in deinstitutionalization and community care, residential, day care, voluntary and educational services. It should be of interest to students and professional staff in psychology, teaching, medicine, nursing, social work and the voluntary sector concerned with people with learning disabilities.

Human variation has always existed, though it has been conceived of and responded to variably. Beholding Disability in Renaissance England interprets sixteenth- and seventeenth-century literature to explore the fraught distinctiveness of human bodyminds and the deliberate ways they were constructed in early modernity as able, and not. Hobgood examines early modern disability, ableism, and disability gain, purposefully employing these contemporary concepts to make clear how disability has historically been disavowed-and avowed too. Thus, this book models how modern ideas and terms make the weight of the past more visible as it marks the present, and cultivates dialogue in which early modern and contemporary theoretical models are mutually informative. Beholding Disability also uncovers crucial counterdiscourses circulating in the English Renaissance that opposed cultural fantasies of ability and had a keen sensibility toward non-normative embodiments. Hobgood reads impairments as varied as epilepsy, stuttering, disfigurement, deafness, chronic pain, blindness, and castration in order to understand not just powerful fictions of ability present during the Renaissance but also the somewhat paradoxical, surprising ways these ableist ideals provided creative fodder for many Renaissance writers and thinkers. Ultimately, Beholding Disability asks us to reconsider what we think we know about being human both in early modernity, and today.

Intellectual and Developmental Disabilities provides a unique contribution not currently available in the professional literature by addressing the experiences and perspectives of families living with or raising a child with a disability. Designed for family therapists, social workers, and other helping professionals, it provides empirically-based, practical information for working with families experiencing intellectual and developmental disabilities of a loved one. This book also provides important information for navigating the various professional systems of care with which these families interface: health care providers, early childhood intervention teams, educational systems, the legal system, and financial planners.

Educating students with disabilities is a team process. By federal law, parents must be involved in the development of their child's educational plan. Unfortunately, few parents (or regular educators) understand special education_its terms, philosophies, and processes. This book explains, in layperson terms, what special education is and how to make the special education process more successful for everyone involved. Chapters cover history and legalities of preparing children with disabilities for life, transition of families, preparation for employment, residential living, community adjustment, recreation, interpersonal relationships, life-long learning, and developing educational plans. Hundreds of additional resources for parents of children with disabilities including lists of professional organizations, useful websites, support groups, and other books for further learning on special education are also provided. While intended for parents and family members of children with disabilities, it will also be of interest to educators who are unfamiliar with special education as well as special educators who are new to the field.

This book addresses the impact of genetic deafness/hearing impairment on people' s lives and those around them. It includes the perspectives of those who are deaf or hard of hearing as well as those working in the field. Professional topics include genetic counselling, social science, psychology, social work and - within medicine - audiological and ENT medical and audiological paediatrics. These practitioners are both hearing and hearing impaired.

The impact of deafness on children, those of working age and elderly people is discussed highlighting the specific effect of genetic factors. In particular there are chapters on deafblindness and otosclerosis and NF2 (a potentially lethal condition). The Who definitions and ICF are used as a framework for considering the effect on people' s lives of impairment and their participation in society.

This provides a bridge between the medical and social models of disability. Contributors write from both their professional and personal experience in order to try and address some of the issues raised by the real impact of genetic deafness on everyday life and how these can best be tackled by those working in the field.

In the decades following the collapse of state socialism at the end of 1980s, disabled people in Central and Eastern Europe endured economic marginalisation, cultural devaluation and political disempowerment. Some of the mechanisms producing these injustices were inherited from state socialism, while others emerged with postsocialist neoliberalisation. State socialism promised social security guaranteed by the public, and postsocialist neoliberalisation promised independent living underpinned by the market. This book argues that both promises failed as far as disabled people were concerned, drawing on a wide range of scholarly reports and analyses, policy documents, legislation, and historical accounts, as well as on disability studies and social justice theory. Besides differences, the book also illuminates continuities between state socialism and postsocialist capitalism, providing on this basis a more general and historically grounded critique of contemporary neoliberalisation and its impact on individual and collective life. The book will appeal to anyone interested in disability studies and postsocialism, as well as social policy, social movements and critical theory. It will also be of interest to professionals involved in disability-related service provision, as well as to disability activists and policy makers.

The life of Bruce Frederick Cummings, who wrote under the name of W. N. P. Barbellion, was short, tragically curtailed by multiple sclerosis. He was born in 1889 and died in 1919. Started when he was thirteen, this remarkable journal, described by Ronald Blythe as 'among the most moving diaries ever created', documents the rest of his life. Filled with devastating frankness, keen observation and a sort of stoicism, it is, in the words of the author 'a study in the nude'. One of the last entries can act as his epitaph: 'I am only twenty-eight, but I have telescoped into those few years a tolerably long life: I have loved and married, and have a family; I have wept and enjoyed, struggled and overcome, and when the hour comes I shall be content to die'.

Publicity about neuroscientific research into the dementias spreads quickly compared to the advances made in the field of care-giving. In the absence of cures or treatments for dementia, improving the individual's experience of care and stimulating their capacity for happiness is a more realistic goal than improved cognition. In this comprehensive collection of contributions from America, Australia, Britain and other European countries, the reader can find up-to-date and practical information on research and the latest approaches to care-giving from a multidisciplinary and multiprofessional perspective.

Disability: The Basics is an engaging and accessible introduction to disability which explores the broad historical, social, environmental, economic and legal factors which affect the experiences of those living with an impairment or illness in contemporary society. The book explores key introductory topics including: the diversity of the disability experience; disability rights and advocacy; ways in which disabled people have been treated throughout history and in different parts of the world; the daily realities of living with an impairment or illness; health, education, employment and other services that exist to support and include disabled people; ethical issues at the beginning and end of life. Disability: The Basics aims to provide readers with an understanding of the lived experiences of disabled people and highlight the continuing gaps and barriers in social responses to the challenge of disability. This book is suitable for lay people, students of disability studies as well as students taking a disability module as part of a wider course within social work, health care, sociology, nursing, policy and media studies.

Children's Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact. Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities.

The study of disability has traditionally been influenced mainly by medical and psychological models. The aim of this new text, Disability and Society, is to open up the debate by introducing alternative perspectives reflecting the increasing sociological interest in this important topic.Disability and Society brings together for the first time some of the most recent original research in this rapidly expanding area. The contributors, both disabled and non-disabled, are all leading thinkers in their field and suggest new ways of understanding disability, developing policy and challenging current practice.

First published in 1973, this book considers the differences between mainstream schools and special educational needs schools, for children with learning disabilities. It contains a wealth of research data, case history material and reference to existing literature, designed to answer many questions which parents, heads, and schoolteachers have asked. Questions considered include whether children with disabilities do as well in ordinary schools as children without, whether they are as happy and well adjusted, and how they fit into the social structure of the class. The book also looks at whether much teasing occurs and how practical difficulties can be overcome.

First published in 1975, this book looks at the place of children with handicaps in society, at that time. It argues that in the thirty years previous, a great deal of progress was made in the field of rehabilitation but that the separation between handicapped people and the community was still a challenge. A strong range of contributors discuss approaches to the problem focusing on education, employment, and daily life. Topics covered include the social aspects of integration, through the problems of the multiple-handicapped child, to a survey of disabled students at universities and polytechnics in Great Britain.

First published in 1984, this book focuses on the support and reassurance needed by parents of children with handicaps. It provides a practical guide in relation to daily care and is equally as relevant to professionals, therapists, teachers, doctors and psychologists who must advise parents. Written by an Occupational Therapist, the book highlights the need to make such children as independent as possible and gives advice on care of a special baby, modifications to the home environment, the needs of a child with a physical handicap, problems of educational handicap, and the place of a child in the family and community.

Len Barton's intellectual and practical contribution to the sociology of disability and education is highly significant and widely known. The leading scholars in this collection, including his long term collaborators, offer both a celebration and a reassessment of this contribution, addressing the challenge that the social model of disability has presented to dominant medicalised concepts, categories and practices, and their power to define the identity and the lives of others. At the same time the authors build upon some of the key themes that are woven through Len Barton's work, such as his call for a 'politics of hope'. This collection explores a wide range of topics, including: difference as a field of political struggle the relationship of disability studies, disabled people and their struggle for inclusion radical activism: organic intellectuals and the disability movement discrimination, exclusion and effective change inclusive education the 'politics of hope', resilience and transformative actions universal pedagogy, human rights and citizenship debates. The Sociology of Disability and Inclusive Education highlights Len Barton's humane vision of academic work, of the nature of an inclusive and non-discriminatory society, of the role of an education system which addresses the rights, and potential of all participants. It indicates how such a society could be achieved through the principles of social inclusion, human rights, equity and social justice. This book was originally published as a special issue of the British Journal of Sociology of Education.

'Some years ago I read the phrase "the spontaneous revulsion to the deformed". The phrase seemed to be both potent and provocative: Was there a spontaneous revulsion to disabilities in children or did such conditions evoke a more compassionate response?' Originally published in 1978, the problems of the disabled were no longer confined to the medical and educational professionals, but had become the concern of the community as a whole. Using terminology very much of the time, the author shows how attitudes towards different kinds of disability had developed at the time; they varied both regionally and by social class, sometimes calling into question the accepted 'facts' about the distribution of a particular condition. Most importantly, the author examines these attitudes together with many other social and psychological factors in relation to their impact on the social behaviour and developing self-image of the disabled child. It becomes clear that the dangers of categorization and the difficulties in overcoming stigma have a profound influence on the education and socialization of disabled children. This book will be of historical interest to students and teachers of psychology, education, social work and rehabilitation; and it will provide insight for parents and all those concerned with the care and development of the disabled child about how far we have come.

First published in 1987, this book focuses on childhood disability within the family. It examines the very nature of disability itself, as well as many of the fundamental elements of families. The book was written at a time when the meaning level of disability and its effect on family and society were rapidly changing and people with disabilities were starting to benefit from opportunities to compensate for whatever disabilities they may have had. Modern technology and an affluent society afforded advantages to support many of its disabled members. Contributors examine the contemporary context of disability, the cost of disability to families, ethical, philosophical and social issues underlying the treatment and rehabilitation of children with severe disabilities, and the role of professionals, amongst other topics. This book will be of interest to those involved in teaching, research and direct care with families who have children with disabilities. Although written in the late 80s, the work discusses subjects that are still vital today.

First published in 1986, this book reviews research on the role parents play in fostering the early development of children with mental handicaps. Professionals and parents must work together to give such children the chance of living as ordinary lives as possible and here, the author develops a broadly-based conceptual framework for the involvement of parents as teachers of their young handicapped children. McConachie identifies characteristics of parents which seem of particular relevance to the design and success of intervention programmes. Although written in the 1980s, this book discusses topics that are still important today.

In the past the therapy professions concentrated on developing their practice base while social scientists examined the relationships between the practioners and the field of medicine. Neither fully recognized the importance of organisation and management in making the most of scarce and valuable resources. This book calls for a more positive response to the new 'public welfare markets' which are emerging in the UK and elsewhere. Effective organisation and management are essential if the therapy professionals are to secure their futures and ensure effective service delivery.

A third of poor people are disabled in the developing world. How much do we know about their livelihood with hard data? Are they entirely powerless and dependent on family members? How do they earn income? These questions have become more important than ever, now that persons with disabilities (PWDs) in developing countries have awakened to rights and entitlements and that the international community started considering the incorporation of disability into the context of poverty reduction. This book highlights opportunities and challenges faced by PWDs in the developing countries. This book also illustrates the analyses with a case study which was conducted in the Philippines and this case study has made a good progress in legislation for PWDs. A field survey was jointly conducted by the Institute of Developing Economies, Japan, and the Philippine Institute for Development Studies in Metro Manila, the capital city of the Philippines, in 2008. Around 400 PWDs were interviewed, and the data was investigated with econometrics. The book highlights a remarkable disparity in earnings and education among PWDs. The book also examines the positive role of organizations such as Disabled People's Organizations and how empowerment of PWDs is made through dissemination of useful information such as programs given by the central and local governments. The book concludes that all measures, i.e. education, training, DPOs and institutional preferences, must be mobilized harmoniously to boost the livelihood of PWDs sinking in the bottom stratum in income.

If proposals for the social integration of people with mental illness are to be taken seriously, then a reshaping of society's attitudes is essential. This volume traces the experiences of a group of people, with a history of schizophrenic illness, across a number of themes which include housing, poverty, stigma, medication, psychiatric services in the community and the meaning of madness. The text aims to address in detail the contemporary debate about the community care of people who are mentally ill, and analyze the impact of current policies on the people who are their direct recipients.

Disability, Space, Architecture: A Reader takes a groundbreaking approach to exploring the interconnections between disability, architecture and cities. The contributions come from architecture, geography, anthropology, health studies, English language and literature, rhetoric and composition, art history, disability studies and disability arts and cover personal, theoretical and innovative ideas and work. Richer approaches to disability - beyond regulation and design guidance - remain fragmented and difficult to find for architectural and built environment students, educators and professionals. By bringing together in one place some seminal texts and projects, as well as newly commissioned writings, readers can engage with disability in unexpected and exciting ways that can vibrantly inform their understandings of architecture and urban design. Most crucially, Disability, Space, Architecture: A Reader opens up not just disability but also ability - dis/ability - as a means of refusing the normalisation of only particular kinds of bodies in the design of built space. It reveals how our everyday social attitudes and practices about people, objects and spaces can be better understood through the lens of disability, and it suggests how thinking differently about dis/ability can enable innovative and new kinds of critical and creative architectural and urban design education and practice.

Disability, Space, Architecture: A Reader takes a groundbreaking approach to exploring the interconnections between disability, architecture and cities. The contributions come from architecture, geography, anthropology, health studies, English language and literature, rhetoric and composition, art history, disability studies and disability arts and cover personal, theoretical and innovative ideas and work. Richer approaches to disability - beyond regulation and design guidance - remain fragmented and difficult to find for architectural and built environment students, educators and professionals. By bringing together in one place some seminal texts and projects, as well as newly commissioned writings, readers can engage with disability in unexpected and exciting ways that can vibrantly inform their understandings of architecture and urban design. Most crucially, Disability, Space, Architecture: A Reader opens up not just disability but also ability - dis/ability - as a means of refusing the normalisation of only particular kinds of bodies in the design of built space. It reveals how our everyday social attitudes and practices about people, objects and spaces can be better understood through the lens of disability, and it suggests how thinking differently about dis/ability can enable innovative and new kinds of critical and creative architectural and urban design education and practice.

In this book, Jason B. Dorwart contends that the material presence of visible disability disrupts the framing devices that provide safe distancing for theatre's fictive nature. Conceptions of disability that place the disabled body into a permanently liminal space between life and death are directly at odds with theatrical performances, which are geared toward moving through liminality into a new point of stasis. Dorwart reveals how this contradiction leads to performance practices that work to marginalize and eliminate the presence of disabled bodies of both character and actor, as disabled characters have historically been written with different character arcs than nondisabled characters and with the assumption that they would be played by nondisabled actors. As more disabled actors gain exposure in film and theatre, the difference in how disabled characters are written is also increasingly affected by whether the role is intended for a disabled or nondisabled actor. These performances are enacting new means to performatively and figuratively reincorporate or eliminate the liminal disabled body. The Incorporeal Corpse demonstrates how recent plays and films try to rectify this tension between the permanence of disability and the transitory nature of performance. Scholars of theatre, disability studies, and performance studies will find this book of particular interest.

Hearing loss is a common chronic condition which is often poorly recognized but can have multiple negative impacts, not just on the lives of those directly affected, but also those living with them. People with impaired hearing may begin a long and uncertain journey involving a number of key stages, from emerging awareness and help-seeking, to diagnosis, adjustment, and self-evaluation. Based on a model of person-centered audiological rehabilitation, this book explains why it is important to understand both patients' own experiences, and those of their communication partners, over time. It focuses particularly on the human dynamics of hearing loss, exploring the broader consequences of hearing loss for the individual, family members, and wider society. In particular the book: gives insight into the patients' and their communication partners' experiences and perspectives through clear and telling first-hand narrative accounts; examines how people understand their own hearing loss, reflect on their experiences with hearing aids - both positive and negative - and evaluate treatment options; considers the changes needed to conversations in order to include all communication partners, whether with impaired hearing or not; and discusses consequences of hearing loss using the International Classification of Functioning, Disability and Health (ICF). With its explicit aim to increase awareness of the need to include the patient and close relatives in the process of rehabilitation, this new text makes an important contribution to further improve evidence-based practice in the field of audiological rehabilitation. An ideal text for audiology, ENT, and nursing students of all levels.