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Transforming positive risk taking practices: the possibilities of creativity and resilience in learning disability contexts

Record type: Article

In this paper we examine how positive risk taking for or by people with learning disabilities is talked about, conceptualised and enacted. We identify tensions and contradictions in positive risk taking discourses which we suggest is unhelpful in terms of clarifying for educational practitioners how positive risk taking might be implemented. We suggest that a conceptual framework that incorporates creativity and resilience might be helpful in terms of linking talk to practice. We then use this conceptual framework to offer two examples from special and inclusive education (Intensive Interaction and Learning without Limits) that illustrate how positive risk taking can be found in education practices. We conclude by arguing that conceptual frameworks such as the one proposed, when linked to pedagogical tools that emphasise professional judgement, offer one way to problematise and challenge current risk averse practices in education.

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Citation

Seale, J., Nind, Melanie and Simmons, Ben (2012) Transforming positive risk taking practices: the possibilities of creativity and resilience in learning disability contexts Scandinavian Journal of Disability Research

More information

Accepted/In Press date: May 2012

Identifiers

Local EPrints ID: 340170
URI: http://eprints.soton.ac.uk/id/eprint/340170
ISSN: 1501-7419
PURE UUID: 15b4690a-4858-47d2-ae94-2859eb917216
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 14 Jun 2012 12:59
Last modified: 18 Jul 2017 05:47

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Contributors

Author: J. Seale
Author: Melanie Nind ORCID iD
Author: Ben Simmons

University divisions


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