Understanding and Promoting Access for People with Learning Difficulties
Routledge (Verlag)
978-0-415-47947-9 (ISBN)
The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment.
Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by:
considering what kind of access people with learning difficulties want;
identifying effective practice in relation to facilitating and promoting access;
revealing the capability of people with learning difficulties to seek and achieve access to potentially exclusionary communities;
providing a space for a wide range of people to share access stories.
With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it.
Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues.
Jane Seale and Melanie Nind both work in the School of Education at the University of Southampton. Both Jane and Melanie have a strong track record of publishing in the area of inclusion and learning disabilities and of publishing edited works with Routledge and other publishers.
@contents: Selected Contents: 1. Access for people with learning difficulties: new rhetoric or meaningful concept? Melanie Nind and Jane Seale 2. Access in mind: a review of approaches to accessible information for people with learning disabilities Jan Walmsley 3. Creativity, choice and control: the use of multimedia life story work as a tool to facilitate access Ann Aspinall 4. Access all areas: The use of symbols in public spaces Chris Abbott and Cate Detheridge 5. Access all areas: We are VIPs Ginny Aird, Alan Dale, Sarah Edgecombe, Louisa Jones, Trevor Rowden, Mark Sabine, Amy Tyler, Mary Waight and Sara Wornham 6. It’s my heritage too: Developing participatory methods for promoting access to heritage sites Jonathan Rix with The Heritage Forum 7. Promoting access to community and participation: What role can citizenship education play? Hazel Lawson 8. Talking together about access: ‘When I am here I don’t feel like I’ve got any problems’ Drew Bradley, Judith Clayton, Darren Grant, Claire Royall and Wayne Taylor 9. Promoting social inclusion through building bridges and bonds Roy McConkey and Suzanne Collins 10. If we have got it wrong for people with learning disabilities, have we got it wrong for other people as well? Duncan Mitchell 11. I’m in control Gary Butler 12. Access and the concept of risk: preventing bad things from happening or making good things happen? Jane Seale and Melanie Nind
| Erscheint lt. Verlag | 9.7.2009 |
|---|---|
| Zusatzinfo | 4 Tables, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 453 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik |
| ISBN-10 | 0-415-47947-9 / 0415479479 |
| ISBN-13 | 978-0-415-47947-9 / 9780415479479 |
| Zustand | Neuware |
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