{"title":"Disability, care and family law By \u0000 Beverley Clough, \u0000 Jonathan Herring(Eds.), \u0000Routledge. \u0000 2021. pp. \u0000 244.","authors":"Alison Tarrant","doi":"10.1111/bld.12560","DOIUrl":"10.1111/bld.12560","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"177-178"},"PeriodicalIF":1.5,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nadia Brookes, Sinead Palmer, Grace Collins, Lisa Callaghan
Background
Shared Lives (adult placement) is a model of community-based support where an adult who needs support and/or accommodation moves into or regularly visits the home of an approved Shared Lives carer. It is an established but small-scale service used mainly by adults with learning disabilities. However, little research has been conducted about whether and in what ways this model can support people to live well.
Method
This article presents findings from outcome measures focused on well-being for a sample of 39 people supported by Shared Lives in England. Fifteen semistructured interviews were also conducted by peer/coresearchers to supplement the quantitative data. Data collection took place between June 2017 and September 2018.
Findings
Findings indicated that people using Shared Lives generally had good outcomes across all of the measures. All of those interviewed identified areas of their life where Shared Lives had made a positive difference, particularly with relationships and activities.
Conclusions
Limitations to the research mean that more work is needed to fully understand the role Shared Lives plays in supporting people to live well and in comparison to other forms of community support.
{"title":"Supporting people to live well: A multimethod study of Shared Lives (adult placement)","authors":"Nadia Brookes, Sinead Palmer, Grace Collins, Lisa Callaghan","doi":"10.1111/bld.12556","DOIUrl":"10.1111/bld.12556","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Shared Lives (adult placement) is a model of community-based support where an adult who needs support and/or accommodation moves into or regularly visits the home of an approved Shared Lives carer. It is an established but small-scale service used mainly by adults with learning disabilities. However, little research has been conducted about whether and in what ways this model can support people to live well.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This article presents findings from outcome measures focused on well-being for a sample of 39 people supported by Shared Lives in England. Fifteen semistructured interviews were also conducted by peer/coresearchers to supplement the quantitative data. Data collection took place between June 2017 and September 2018.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Findings indicated that people using Shared Lives generally had good outcomes across all of the measures. All of those interviewed identified areas of their life where Shared Lives had made a positive difference, particularly with relationships and activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Limitations to the research mean that more work is needed to fully understand the role Shared Lives plays in supporting people to live well and in comparison to other forms of community support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"131-139"},"PeriodicalIF":1.5,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent Government guidelines have promoted returning people with learning disabilities and/or autism from out-of-area placements to their local communities. These transitions not only impact the individuals but also their families.
Methods
This study explores the experiences of family members who have been involved in the repatriation of people with learning disabilities and/or autism to their local community in Guernsey. Using semi-structured interviews, participants' experiences were analysed using Interpretative Phenomenological Analysis.
Findings
Three superordinate themes emerged: ‘distress, powerlessness and hopelessness’, ‘not feeling included’ and ‘parental role’.
Conclusions
The findings highlight the barriers and successes family members experience when supporting a relative with learning disabilities and/or autism to move back to Guernsey. Recommendations for healthcare services such as requirements for better communication and to include families in decision-making are discussed.
{"title":"What are the experiences of families facilitating the repatriation of their relatives with learning disabilities and/or autism back to Guernsey?","authors":"Rebecca Wallace, Julian Morris, Melanie Hodgkinson","doi":"10.1111/bld.12554","DOIUrl":"10.1111/bld.12554","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent Government guidelines have promoted returning people with learning disabilities and/or autism from out-of-area placements to their local communities. These transitions not only impact the individuals but also their families.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study explores the experiences of family members who have been involved in the repatriation of people with learning disabilities and/or autism to their local community in Guernsey. Using semi-structured interviews, participants' experiences were analysed using Interpretative Phenomenological Analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three superordinate themes emerged: ‘distress, powerlessness and hopelessness’, ‘not feeling included’ and ‘parental role’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings highlight the barriers and successes family members experience when supporting a relative with learning disabilities and/or autism to move back to Guernsey. Recommendations for healthcare services such as requirements for better communication and to include families in decision-making are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"121-130"},"PeriodicalIF":1.5,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sally Robinson, Jan Idle, Karen R. Fisher, Kathleen Reedy, Christy Newman, Christiane Purcal, Gianfranco Giuntoli, Sarah Byrne, Ruby Nankivell, Gavin Burner, Rebeka Touzeau, Tim Adam, Paige Armstrong
Background
Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience.
Methods
The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups.
Findings
A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes.
Conclusions
The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.
{"title":"How do self-advocates use community development to change attitudes to disability?","authors":"Sally Robinson, Jan Idle, Karen R. Fisher, Kathleen Reedy, Christy Newman, Christiane Purcal, Gianfranco Giuntoli, Sarah Byrne, Ruby Nankivell, Gavin Burner, Rebeka Touzeau, Tim Adam, Paige Armstrong","doi":"10.1111/bld.12549","DOIUrl":"10.1111/bld.12549","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Negative attitudes remain a major barrier to the equality of people with disability, especially when coupled with the lack of autonomy imposed on many people. This paper analyses how disability self-advocacy groups seek to change community attitudes and work towards systemic change by mobilising knowledge from their lived experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The paper applies a cycle of praxis community development approach (a cycle of experience, learning and reflection, synthesis and planning, and implementation and review) to conceptualise and analyse their activities. The methods were a desktop document search, focus groups and reflective analysis with members of two self-advocacy groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>A synthesised data analysis found that applying the four-part community development framework was useful to understand the practice and the purpose of work by self-advocacy groups to change attitudes. The analysis also demonstrates the benefits for advocates and codesigned activities to intentionally apply the cycle of praxis model to guide their future efforts to change attitudes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The research provides evidence that self-advocacy groups achieve sustained impacts on attitudes in the community, beyond the direct benefit to their members. Government investment in self-advocacy has potential to leverage wider system change in attitudes to achieve policy goals for the rights of people with disability. Methodologically, the research also has implications for the benefit of inclusive roles in reflective analysis to understand the lived experience of how practices contribute to system change. The design is an opportunity for inclusive researchers to intentionally incorporate reflective analysis into research processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"87-100"},"PeriodicalIF":1.5,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47805984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Peter and Friends Talk about Mental Health in People with Learning Disabilities and/or Autism By Cronin, P., Hardy, S., Augustine, S., Page, L., Burke, C., Mahon, D., Chaplin, E. 2023","authors":"John P. Donnelly","doi":"10.1111/bld.12551","DOIUrl":"10.1111/bld.12551","url":null,"abstract":"","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 4","pages":"611-612"},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48237430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Supported decision-making may increase self-determination among adults with intellectual disabilities by encouraging and empowering them to make decisions about their lives to the greatest extent possible. The aim of this study was to explore the perceptions and experiences of mothers of adults with intellectual disabilities in Ireland of providing support in decision-making.
Methods
Semi-structured interviews were conducted with seven mothers who had an adult son or daughter with an intellectual disability; transcripts were thematically analysed.
Findings
Three main themes were identified: support (family, services and routine), decision-making (importance, ability and Capacity Act) and challenges (conflict, time, complex and enduring support needs and vulnerability).
Conclusions
The findings indicate that although mothers were supportive of the rights of their adult children with intellectual disabilities to make their own decisions, they were often hesitant to fully relinquish control in an effort to protect and guide them.
{"title":"Irish mothers' experiences of providing support in decision-making to adults with intellectual disabilities: A qualitative study","authors":"Hannah Casey, Deirdre Desmond, Laura Coffey","doi":"10.1111/bld.12553","DOIUrl":"10.1111/bld.12553","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Supported decision-making may increase self-determination among adults with intellectual disabilities by encouraging and empowering them to make decisions about their lives to the greatest extent possible. The aim of this study was to explore the perceptions and experiences of mothers of adults with intellectual disabilities in Ireland of providing support in decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Semi-structured interviews were conducted with seven mothers who had an adult son or daughter with an intellectual disability; transcripts were thematically analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Three main themes were identified: support (family, services and routine), decision-making (importance, ability and Capacity Act) and challenges (conflict, time, complex and enduring support needs and vulnerability).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings indicate that although mothers were supportive of the rights of their adult children with intellectual disabilities to make their own decisions, they were often hesitant to fully relinquish control in an effort to protect and guide them.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"110-120"},"PeriodicalIF":1.5,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46408306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shalim Ali, Peter Allum, Santino Vassell, Tony Levitan
Background
The emphasis of mental health services has changed to become more recovery focussed and is increasingly looking towards new roles such as peer support as a part of service provision (NHSE, 2019). However, services for people with learning disabilities and mental health difficulties have lagged behind with people with lived experience mainly involved in research and consultation to services rather than delivering interventions.
Methods
This article is based on four workshops held as part of a patient and public involvement and engagement (PPIE) consultation on a research study being developed to promote access to recovery colleges for people with learning disabilities. The workshops included three peer supporters with learning disabilities. In the article we describe our groups experiences and views on mental health, recovery and peer support.
Findings
Our group discussed our views on mental health, what recovery means and the impact of peer support on us. We also discussed the skills people need to do peer support and the support they need from others to do these roles well.
Conclusions
We thought that peer support for people with learning disabilities can challenge stigma and help people with difficult experiences such as low self esteem and loneliness. Staff supporting people with learning disabilities may benefit from more training to implement peer support. More research on the kinds of peer support that are on offer for people with learning disabilities is needed.
{"title":"Peer support by and for people with learning disabilities","authors":"Shalim Ali, Peter Allum, Santino Vassell, Tony Levitan","doi":"10.1111/bld.12552","DOIUrl":"10.1111/bld.12552","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The emphasis of mental health services has changed to become more recovery focussed and is increasingly looking towards new roles such as peer support as a part of service provision (NHSE, 2019). However, services for people with learning disabilities and mental health difficulties have lagged behind with people with lived experience mainly involved in research and consultation to services rather than delivering interventions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This article is based on four workshops held as part of a patient and public involvement and engagement (PPIE) consultation on a research study being developed to promote access to recovery colleges for people with learning disabilities. The workshops included three peer supporters with learning disabilities. In the article we describe our groups experiences and views on mental health, recovery and peer support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>Our group discussed our views on mental health, what recovery means and the impact of peer support on us. We also discussed the skills people need to do peer support and the support they need from others to do these roles well.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We thought that peer support for people with learning disabilities can challenge stigma and help people with difficult experiences such as low self esteem and loneliness. Staff supporting people with learning disabilities may benefit from more training to implement peer support. More research on the kinds of peer support that are on offer for people with learning disabilities is needed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"166-174"},"PeriodicalIF":1.5,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47050634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be.
Methods
Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge.
Findings and Conclusions
The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.
{"title":"Persons with profound and multiple learning disabilities as subjects of knowledge: Exploring the possibilities of empathy","authors":"Synne Nese Skarsaune","doi":"10.1111/bld.12550","DOIUrl":"10.1111/bld.12550","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Persons with profound and multiple learning disabilities (PMLD) risk exclusion, both in research and as members of society. Because of their embodied communication, they face the challenges in being understood. Oftentimes, others speak on their behalf making inferences on what their perspective might be.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Empathy is suggested as an approach to grasp the perspective of a person with profound and multiple learning disabilities through engaging with embodied communication. The account of empathy suggested by Stein will be unfolded through an ethnographic study including persons with profound and multiple learning disabilities and their professional supporters. Given this background, the intent is to discuss the potential empathy can have in recognising persons with these disabilities as subjects of knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings and Conclusions</h3>\u0000 \u0000 <p>The characteristics of persons with profound and multiple learning disabilities provide energy to empathic situations in ways that advocate for the possibility of being recognised as subjects of knowledge. This is related to the competencies of the individual, ambiguous communication and the dependency relations in which they are involved. It is of utmost importance to respect the alterity of the other.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"52 1","pages":"101-109"},"PeriodicalIF":1.5,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46796088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beate Schlothauer, Frank Pöschmann, Steffen Martick, Gertraud Kremsner
<p><i>Beate Schlothauer</i>, <i>Frank Pöschmann</i> and <i>Steffen Martick</i> are self-advocates and experts for (academic) education and inclusion.</p><p>They work at the University of Leipzig in Germany.</p><p>They are employed in a project called ‘QUABIS’ (http://www.quabis.info/).</p><p>Before starting their career at the university, most of them have worked in institutions for persons with disabilities.</p><p>In Germany they are called ‘sheltered workshops’.</p><p>At the University of Leipzig, their main job is to teach in seminars, courses and lectures.</p><p>But they speak at conferences and give workshops for a broader audience, too.</p><p>For doing so, they also develop creative methods for teaching and learning.</p><p><i>Beate Schlothauer</i>'s main interest is plain language and Easy to Read.</p><p>But she is also an expert in self-advocacy and self-determination.</p><p><i>Frank Pöschmann</i> focusses on ableism and discrimination.</p><p>He is also interested in the conditions in psychiatric wards in the former DDR (German Democratic Republic).</p><p><i>Steffen Martick</i> is an expert on legal frameworks that deal with disabilities.</p><p>For example, the the Universal Declaration of Human Rights, the UN-CRPD (the UN-Convention on the Rights for Persons with Disabilities) or the German Constitutional Law.</p><p>He is also interested in school to work-transitions, ableism, Easy to Read, and institutions for persons with disabilities.</p><p><i>Gertraud Kremsner</i> is professor for education in the context of heterogeneity and inclusion at the University of Koblenz in Germany.</p><p>Before that, she worked in Leipzig.</p><p>This was when she met Beate, Frank, Steffen and the rest of the QUABIS-team.</p><p>She is interested in inclusive research and theories about power imbalances.</p><p>Some more people from the QUABIS-team supported us.</p><p>We want to thank them.</p><p>Particular thanks go to <i>Nico Leonhardt</i>.</p><p>He supported the whole process: From choosing the paper to our first discussion to meeting the authors to publishing this response.</p><p>The editors of the <i>British Journal of Learning Disabilities</i> sent us five papers.</p><p>We were asked to choose one of those five.</p><p>We picked the one that matches our interests most.</p><p>The experiences described in the paper are very similar to our experiences.</p><p>We are very interested in the practices of involving people with learning disabilities in research.</p><p>We speak up for inclusive academia and research.</p><p>Before reading the paper, we had to translate it into German.</p><p>For this, we used an online tool (https://www.deepl.com/de/translator).</p><p>And we also asked our assistants at the University to go through the paper with us.</p><p>We all made notes when we read the paper.</p><p>These notes were the basis for our first discussion.</p><p>We all agreed that reading the paper was fascinating for us.</p><p>This is mainly because we felt that the
{"title":"In Response to “My name on the door by the Professor's name”: The process of recruiting a researcher with a learning disability at a UK university (Anderson, Keagan-Bull, Giles & Tuffrey-Wijne 2023)","authors":"Beate Schlothauer, Frank Pöschmann, Steffen Martick, Gertraud Kremsner","doi":"10.1111/bld.12548","DOIUrl":"https://doi.org/10.1111/bld.12548","url":null,"abstract":"<p><i>Beate Schlothauer</i>, <i>Frank Pöschmann</i> and <i>Steffen Martick</i> are self-advocates and experts for (academic) education and inclusion.</p><p>They work at the University of Leipzig in Germany.</p><p>They are employed in a project called ‘QUABIS’ (http://www.quabis.info/).</p><p>Before starting their career at the university, most of them have worked in institutions for persons with disabilities.</p><p>In Germany they are called ‘sheltered workshops’.</p><p>At the University of Leipzig, their main job is to teach in seminars, courses and lectures.</p><p>But they speak at conferences and give workshops for a broader audience, too.</p><p>For doing so, they also develop creative methods for teaching and learning.</p><p><i>Beate Schlothauer</i>'s main interest is plain language and Easy to Read.</p><p>But she is also an expert in self-advocacy and self-determination.</p><p><i>Frank Pöschmann</i> focusses on ableism and discrimination.</p><p>He is also interested in the conditions in psychiatric wards in the former DDR (German Democratic Republic).</p><p><i>Steffen Martick</i> is an expert on legal frameworks that deal with disabilities.</p><p>For example, the the Universal Declaration of Human Rights, the UN-CRPD (the UN-Convention on the Rights for Persons with Disabilities) or the German Constitutional Law.</p><p>He is also interested in school to work-transitions, ableism, Easy to Read, and institutions for persons with disabilities.</p><p><i>Gertraud Kremsner</i> is professor for education in the context of heterogeneity and inclusion at the University of Koblenz in Germany.</p><p>Before that, she worked in Leipzig.</p><p>This was when she met Beate, Frank, Steffen and the rest of the QUABIS-team.</p><p>She is interested in inclusive research and theories about power imbalances.</p><p>Some more people from the QUABIS-team supported us.</p><p>We want to thank them.</p><p>Particular thanks go to <i>Nico Leonhardt</i>.</p><p>He supported the whole process: From choosing the paper to our first discussion to meeting the authors to publishing this response.</p><p>The editors of the <i>British Journal of Learning Disabilities</i> sent us five papers.</p><p>We were asked to choose one of those five.</p><p>We picked the one that matches our interests most.</p><p>The experiences described in the paper are very similar to our experiences.</p><p>We are very interested in the practices of involving people with learning disabilities in research.</p><p>We speak up for inclusive academia and research.</p><p>Before reading the paper, we had to translate it into German.</p><p>For this, we used an online tool (https://www.deepl.com/de/translator).</p><p>And we also asked our assistants at the University to go through the paper with us.</p><p>We all made notes when we read the paper.</p><p>These notes were the basis for our first discussion.</p><p>We all agreed that reading the paper was fascinating for us.</p><p>This is mainly because we felt that the ","PeriodicalId":47232,"journal":{"name":"British Journal of Learning Disabilities","volume":"51 3","pages":"469-473"},"PeriodicalIF":1.5,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bld.12548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50136935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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