How do people with the label of learning difficulties challenge
disabling environments? what role can professionals play in
supporting such challenges? how do self-advocacy groups contribute
to disability politics and the development of theories of
disability?;This timely book sets out to answer these questions for
students, teachers and practitioners working in the field. It
examines self-advocacy in the lives of people with learning
difficulties. The term "learning difficulties" is used to describe
people who have been labelled at some point in their lives as
requiring specialist "mental handicap services". Learning
difficulties is preferred over other synonyms such as mental
handicap, mental impairment or learning disabilities, because it is
the term preferred by many in the self-advocacy movement (the focus
of this book).;Hitherto, a number of books have introduced and
examined the notion of self-advocacy. This volume goes beyond these
studies to offer an appraisal of self-advocacy in the lives of
people with learning difficulties that is grounded in their own
experiences. It redresses the dominant focus on learning
difficulties as pathology or tragedy, highlighting the ways in
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