Lifelong, informal and community learning in the lives of adults with learning disabilities
Lead Research Organisation:
University of Southampton
Department Name: School of Education
Abstract
The main study encompasses ethnographic studies of two pairs of case-study areas in England and Scotland and in-depth interviews with a sample of people with learning disabilities, families, carers and supporters in the local area, often using supportive methods such as photo-elicitation ('photo-voice') (Pink, 2007) and 'eco-maps' (Rempel et al. 2007). The SCDTP student will develop a distinct but complementary inclusive theoretical approach, using the main study sites, and new sites of interest, with distinct new lines of inquiry, including:
Further exploring the lifelong, informal and community learning fostered by engagement in various research roles;
Investigating how the boundary-pushing work involving people with profound intellectual impairment in research fosters learning within communities involving those people;
Conducting comparative case studies of learning in novel situations as people with learning disabilities respond to changed policy and financial contexts in diverse ways.
By necessity, the research methods used will include selective interviews, observational analysis, and visual methods, whilst remaining open to fit the communication preferences of the disabled participants (see Nind 2008) .
Further exploring the lifelong, informal and community learning fostered by engagement in various research roles;
Investigating how the boundary-pushing work involving people with profound intellectual impairment in research fosters learning within communities involving those people;
Conducting comparative case studies of learning in novel situations as people with learning disabilities respond to changed policy and financial contexts in diverse ways.
By necessity, the research methods used will include selective interviews, observational analysis, and visual methods, whilst remaining open to fit the communication preferences of the disabled participants (see Nind 2008) .
Publications
Croydon, A.E.
(2022)
International Encyclopedia of Education 4th Edition
Nind M
(2020)
Learning from each other in the context of personalisation and self-build social care
in Disability & Society
Power, A.
(2020)
Self-building our lives: Social care research report.
Power, A.
(2021)
Personalisation policy in the lives of people with learning disabilities: a call to focus on how people build their lives relationally
in Critical Social Policy
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P000673/1 | 30/09/2017 | 29/09/2027 | |||
| 2116931 | Studentship | ES/P000673/1 | 30/09/2018 | 28/02/2023 | Abigail Croydon |
| Description | This study investigated a group of young people with intellectual and developmental disabilities working in public settings with the support of a Personal Assistant. PA support opened opportunities for social participation outside domestic and disability settings. The contribution of personalisation was ambivalent. People found work through bottom-up initiatives outside 'social care' parameters and in implicit challenge to them. Joint negotiation of preferences and opportunities resulted in unpaid work in not-for-profit contexts. Working this way enhanced the capabilities of young people to differing degrees. Collaborative relationships between young people, PAs and people in the workplace underpinned reciprocal learning processes, shown in themes of effort and recognition, mutual adaptation and affiliation. Findings for participatory learning were significant against a backdrop of substantial constraints on young people's opportunities. This study challenges conceptions of autonomy as solo performance and social norms that delegitimise work outside employment, both of which can impede access to participation and reciprocal learning in public settings. |
| Exploitation Route | A film using the video records produced for this research is planned for 2024. It will give a narrative account of what participants were doing and what the outcomes were. This will be targetted at a social work audience and third sector organisations supporting people with intellectual and developmental disabilities. |
| Sectors | Communities and Social Services/Policy Education Government Democracy and Justice |
| Description | Human Development and Capabilities Assoiation Conference Thematic Panel |
| Organisation | University of Ghent |
| Country | Belgium |
| Sector | Academic/University |
| PI Contribution | Joint thematic panel: The Transformative Power of Interconnectedness in Practices of Personalisation Presentation, 'What freedoms do young people with intellectual and developmental disabilities have to be and do the things they value? Work, learning and social connection' Discussant for panel |
| Collaborator Contribution | Three papers were presented in the panel, including the one by myself. Toon Benoot, University Ghent: The Transformative Power of Interconnectedness in Practices of Personalisation: Simone Visentin University Padova: Fostering participation opportunities for more adult lives: the role of health-care services Both discussants |
| Impact | Multidisciplinary - Education (AC); Social Work and Social Pedagogy (TB); Philosophy, Sociology, Education (SV) |
| Start Year | 2022 |
| Description | Human Development and Capabilities Assoiation Conference Thematic Panel |
| Organisation | University of Padova |
| Country | Italy |
| Sector | Academic/University |
| PI Contribution | Joint thematic panel: The Transformative Power of Interconnectedness in Practices of Personalisation Presentation, 'What freedoms do young people with intellectual and developmental disabilities have to be and do the things they value? Work, learning and social connection' Discussant for panel |
| Collaborator Contribution | Three papers were presented in the panel, including the one by myself. Toon Benoot, University Ghent: The Transformative Power of Interconnectedness in Practices of Personalisation: Simone Visentin University Padova: Fostering participation opportunities for more adult lives: the role of health-care services Both discussants |
| Impact | Multidisciplinary - Education (AC); Social Work and Social Pedagogy (TB); Philosophy, Sociology, Education (SV) |
| Start Year | 2022 |
| Description | Accessible recruitment website, hosting recruitment video. |
| Form Of Engagement Activity | Engagement focused website, blog or social media channel |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Study participants or study members |
| Results and Impact | A website was set up to introduce the research project to interested people, including: people with intellectual and developmental disabilities; parents and carers of people with intellectual and developmental disabilities; professionals working with people with intellectual and developmental disabilities. The website hosted a recruitment video explaining the research rationale and outlining and demonstrating the participation process in accessible terms. More than 400 visitors have been recorded as visiting the site. |
| Year(s) Of Engagement Activity | 2019 |
| URL | https://findingawaytowork.info/home/ |
| Description | Methods presentation for NCRM |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | Memory and Method Qualitative research methods seminar, collaboration between QUEST (Qualitative Expertise at Southampton), NCRM (National Centre for Research Methods) and SCDTP (South Coast Doctoral Training Partnership) 'Using video to revisit experience: methods to stimulate discussion in qualitative research' (representing the SCDTP) |
| Year(s) Of Engagement Activity | 2022 |
| URL | https://www.ncrm.ac.uk/resources/video/?id=4922 |