Learning from each other in the context of personalisation and self-build social care
Learning from each other in the context of personalisation and self-build social care
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals’ control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of each in Scotland. Next, ethnographic fieldwork with people with intellectual disabilities involved a flexible mix of observations, interviews, focus groups, and participant-generated visual data. Thematic analysis involved an iterative mix of deductive and inductive coding. Findings showed informal peer learning ranged from ad hoc to structurally supported. Though learning was often tacit, support was valued and agency developed. The availability of local supportive people and schemes and time spent in them to develop new skills and identities was vital to people self-building community lives.
Intellectual disabilities, informal learning, lifelong learning, peer learning, personalisation
Nind, Melanie
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Coverdale, Andrew
27ac1a1c-5502-4ee3-b0e2-fc9226ff7b22
Croydon, Abigail Elizabeth
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Coverdale, Andrew
27ac1a1c-5502-4ee3-b0e2-fc9226ff7b22
Croydon, Abigail Elizabeth
Nind, Melanie, Coverdale, Andrew and Croydon, Abigail Elizabeth
(2020)
Learning from each other in the context of personalisation and self-build social care.
Disability & Society, 0, [1812378].
(doi:10.1080/09687599.2020.1812378).
Abstract
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals’ control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of each in Scotland. Next, ethnographic fieldwork with people with intellectual disabilities involved a flexible mix of observations, interviews, focus groups, and participant-generated visual data. Thematic analysis involved an iterative mix of deductive and inductive coding. Findings showed informal peer learning ranged from ad hoc to structurally supported. Though learning was often tacit, support was valued and agency developed. The availability of local supportive people and schemes and time spent in them to develop new skills and identities was vital to people self-building community lives.
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Accepted/In Press date: 6 August 2020
e-pub ahead of print date: 1 September 2020
Keywords:
Intellectual disabilities, informal learning, lifelong learning, peer learning, personalisation
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Local EPrints ID: 443464
URI: http://eprints.soton.ac.uk/id/eprint/443464
ISSN: 0968-7599
PURE UUID: bc6ab433-c7bb-4ba9-a25b-0811f81cbbfc
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Date deposited: 26 Aug 2020 16:35
Last modified: 06 Jun 2024 04:06
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Author:
Abigail Elizabeth Croydon
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