This book offers an empowering approach to working with people with an acquired brain injury (ABI) based upon the views and perspectives of people with ABI themselves. Drawing upon Christine Durham's own ABI experience and Paul Ramcharan's engagement in disability research over a quarter of a century, this volume gives voice to 36 participants with ABI, as well as carers and other professionals from both urban and rural areas. This unique perspective provides a long-needed, empathic alternative to the deficit-based model of ABI that dominates medical literature and existing rehabilitation models. In Insight into Acquired Brain Injury, the authors use educational and learning principles together with Durham's extensive archive of experiential data to offer a reframing of the nature and experience of ABI and relevant a set of practical, real-world tools for practitioners. These ready-to-adopt-and-adapt scripts, guided interviews, research checklists, thinking tools and other innovative techniques are designed to engage with people and colleagues about brain injury as a means of supporting them to feel and fare better. With compassion and first-hand awareness, Insight into Acquired Brain Injury provides a much-needed perspective that deepens current understanding and translates the complicated life-worlds of people living with ABI in order to motivate, empower and increase their participation.

This book offers an empowering approach to working with people with an acquired brain injury (ABI) based upon the views and perspectives of people with ABI themselves. Drawing upon Christine Durham's own ABI experience and Paul Ramcharan's engagement in disability research over a quarter of a century, this volume gives voice to 36 participants with ABI, as well as carers and other professionals from both urban and rural areas. This unique perspective provides a long-needed, empathic alternative to the deficit-based model of ABI that dominates medical literature and existing rehabilitation models. In Insight into Acquired Brain Injury, the authors use educational and learning principles together with Durham's extensive archive of experiential data to offer a reframing of the nature and experience of ABI and relevant a set of practical, real-world tools for practitioners. These ready-to-adopt-and-adapt scripts, guided interviews, research checklists, thinking tools and other innovative techniques are designed to engage with people and colleagues about brain injury as a means of supporting them to feel and fare better. With compassion and first-hand awareness, Insight into Acquired Brain Injury provides a much-needed perspective that deepens current understanding and translates the complicated life-worlds of people living with ABI in order to motivate, empower and increase their participation.

""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: Aetiology Breaking news (about disability) and early intervention Transition to adulthood The sexual lives of women Employment Personalisation People with hidden identities

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

In the wake of the profound changes in policy and practice around caring over the past ten years, this volume takes a fresh look at the social and legal status of carers. Demonstrating the scope and diversity of 'caring', the contributors highlight the positive aspects of caring and the interdependence of many caring relationships but also broach the sensitive and complex subject of `poor' care and the importance of identifying and meeting the needs of 'hidden carers'. Arguing that policy and practice must take account of both carers' and users' interests, the contributors re-evaluate the existing role of carers in developing new ideas in the planning and delivery of their services. Each of the book's chapters points to the future and looks at alternative and innovative ways forward in relation to thinking, policy and practice. This will make essential reading for social work and social science academics and students; professionals in the statutory, voluntary and independent sectors looking after the interests of carers; health and social care practitioners; nurses and care agency workers.