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First published in 1999, this volume explores how the principle of
normalisation informs British learning disability services by
instructing them to help service users acquire behaviours and
characteristics which are as 'culturally normative as possible'.
While many studies have attempted to assess the efficacy of this
approach, their measurement criteria are usually based on levels of
competence and participation - values themselves derived from the
principle of normalisation. The case study in this volume compares
services in London to services in Milan, Northern Italy,where the
concept of deinstitutionalisation has been interpreted differently.
Recommendations are made for increasing good practice in certain
aspects of British provision. A key suggestion is that consistent,
legislated training for support staff in British learning
disability services might contribute towards ameliorating current
difficulties described by much of the contemporary research.
First published in 1999, this volume explores how the principle of
normalisation informs British learning disability services by
instructing them to help service users acquire behaviours and
characteristics which are as 'culturally normative as possible'.
While many studies have attempted to assess the efficacy of this
approach, their measurement criteria are usually based on levels of
competence and participation - values themselves derived from the
principle of normalisation. The case study in this volume compares
services in London to services in Milan, Northern Italy,where the
concept of deinstitutionalisation has been interpreted differently.
Recommendations are made for increasing good practice in certain
aspects of British provision. A key suggestion is that consistent,
legislated training for support staff in British learning
disability services might contribute towards ameliorating current
difficulties described by much of the contemporary research.
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