The Social Model And How Stigma Can Be Used As The Framework For Explaining Discrimination

In agreement, the 2011 Winterbourne View case highlighted that 11 years on from No Secrets (Department of Health, 2000), service-users with learning disabilities were still being systematically abused and despite the multi-agency approach were not being protected. This is worrying as it brings concern for increased risks of abuse; not only from the DSW, but also from society, as continue to be marginalised. Are they a forgotten group? Because legislation is in place to safeguard and protect them, or is austerity affecting the ability to fulfil the growing and changing demands of

It is therefore fair to say that adults with learning disabilities health and social wellbeing is severely compromised when they come in contact with the justice system with little seeming to work properly, leaving these vulnerable individuals open to all sorts of abuse.

Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

For the purpose of the act a person who has a learning disability is not considered to be suffering from a mental disorder nor require any hospital treatment unless their disability has been associated with “abnormal aggressive behaviour or irresponsible conduct on their part”. Mind 2010 point out that a person could be

The day to day experiences of individuals with learning disabilities and their families are affected by the policies and legislations in place because it provides rights and entitlements for the individuals and their families. Furthermore, these rights are upheld and protected from discrimination which is very important as it gives them more opportunities. In addition to this, by offering as person-centred care it gives the individual the choice of their care and how they receive it which gives them the freedom of how they would like to live. Moreover, the policies gives the individuals an equal opportunity to access public services, employment and health care which also relates to them being able to live within their community. This is because

Children with a learning or physical disability may be subjected to prejudice or discrimination at school because they could be treated differently

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

Although not the main contributor to antisocial behaviour, learning difficulties were suggested to make a young person more vulnerable to the development of antisocial behaviours due to the misunderstanding, manipulation and mistreating of people with learning difficulties. This is supported by research that found that people often have lower expectations and judge people with learning difficulties as less capable (Bryan & Bryan, 1983 cited in Schunk , 1989).This can therefore be linked to the social control theory (Farrington & Ttofi, 2012)as the notions of maltreatment and manipulation identified canindicate a lack of bonding to society as the individual does not feel equally treated, resulting in the support of offence related beliefs and the escalation of antisocial behaviours. Applying a person centred approach was again emphasised as contirbuting to the success of the interventions preventing the escalation of antisocial behaviours, however factors preventing it were also identified. The main factor acknowledged was time contraints when working with young people with learning difficulties as requireneed extra time, to meet their needs sufficiently. However, findings showed that the luxury of having infinite time was constrained by organisational funds which consequently affects the successfulness of the interventions available. This is supported by research which shows that young people with learning difficulties learn best using corrective feedback (Joseph, 2008), however to apply this technique, youth support workers need to have enough time to allow the young person to repeatedly act or respond inappropriately before correcting the behaviours. With time constraints that the interviewed participants had, this was not possible, resulting in

Kirsten stalker is a professor of disability studies. She graduated from strathclyde University in New York in English literature. She worked with people who have learning disabilities and in 1991 she moved social work research Centre at Stirling university, and in 2006 she moved to Strathclyde University for a research focused post. She also worked at the Norah Fry Research Centre at university of Bristol for several years, where disabled children and people with learning

Workplace contributes strongly to the wellbeing of an individual. This is because it provides people with opportunities that make the feel productive and achieve their potentials. However, stigma and prejudice can make the workplace to be a very stressful and results into unwanted problems such as anxiety and depression (Reichert, 2011). Therefore, this paper aims at discussing how to create a safe workplace for stigmatized individuals. The paper describes various approaches that can be implemented to make workplace safe and free from stigmatization.

Historically children with intellectual disabilities (ID) were taught in segregated schools. Over the past two decades inclusive practices, addressing the equality of people with an intellectual disability (ID) has gained recognition through treaties and policies in Australia and internationally (IDEA, 2004; UNCRPD, 2006). School inclusion supports the rights of students with ID to be taught in mainstream schools. During this time researchers have studied the views and attitudes of students towards their peers with an ID and a number have determined that negative attitudes are quite prevalent. Therefore this paper will explore the research related to how students ' attitudes, beliefs and behavioural intentions can affect inclusion for students with an intellectual disability in mainstream schools.

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

The Effectiveness of the Legislation and Policy Reforms in Practice In this essay I will set out to identify key legislation, which has impacted and shaped the lives of my particular client group, adults with learning disabilities. Learning disabilities can be hard to define, but it is widely accepted that impairments in the ability to read, write, spell, speak or perform any mathematical calculations can lead to a diagnosis of learning disabilities. The campaign group Values into Action defines learning disabilities as “A disorder in one or more of the basic cognitive and psychological process involved in understanding or using written or spoken language”. I will give an overview of service