"In this book, Barry Gray and Geoff Ridden have collected fourteen biographies written by people of all ages who have a learning disability. The authors discuss how these stories might be representative of other people with learning disabilities and what key themes may be identified from the stories. Such material has not been well documented in the past and is particularly appropriate for analysis which is not narrowly prescriptive."--BOOK JACKET. "This flexible and educational tool of analysis will enable carers, educators, care managers and workers in day and residential services to work more closely with their clients, to ensure that more choice is made available today to those whose voices have not always been heard. Lifemaps of People with Learning Disabilities will appeal not only to social workers and other health care practitioners, but also to families of people with learning disabilities."--BOOK JACKET.

This book presents an examination of the historical, legal and philosophical contexts within which advocacy services have developed. It discusses the professional and practical issues and problems confronting those running and using advocacy services, the role of advocacy, and advocacy with families and people with communication difficulties.

This book is a teaching aid for individuals and groups of adults with learning disabilities. Stories, in simple English, about relationships are followed by points for discussion and suggested discussion questions for counsellors.

This is a handy guide to the topics you need to know about whether studying or working in the field of learning disabilities. The A-Z format allows you to “dip in” and quickly find relevant information on topics ranging from Autism to Rights and from Advocacy to Challenging Behaviors.

Intellectual disability nurses can be found working and supporting people in a variety of different care contexts. These include the healthcare system, social care and education, as well as the private sector (including voluntary and not for profit organizations). Numerous other professional disciplines also work alongside these areas including: clinical psychologists, social workers, occupational therapists, speech and language therapists, and consultant psychiatrists. The Oxford Handbook of Learning and Intellectual Disability Nursing provides up-to-date, concise, and practical "coal-face" information for use in all areas where intellectual disability nurses are located. It includes a section on practical applications and therapeutic interventions, as well as an emergencies section and coverage of the main points of mental health legislation. Unique to this Oxford Handbook is the attention given to differences in legislation and social policy across the constituent countries of the UK and Ireland. The Oxford Handbook of Learning and Intellectual Disability Nursing is clearly laid out and written in readable note-based style. It is an invaluable companion to both community and ward nurses, and all those working with patients with learning and intellectual disabilities.

The book will help readers to critically evaluate the implications of research reports for their own practice.

The core of the book consists of scenarios in which photography is employed with people with learning disabilities as a visual reminder. Photographs can consolidate new skills and record important events and objects. The scenarios include Brian, who wanted to practise his newly-learned cookery techniques at home; Joy, who moved to a new flat; and Laura, who loved art and craft but whose work was often lost when she took it home. In each case practical problems or sources of distress were eased by an imaginative use of photography. Each scenario concludes with a list of practical points to guide the carer; and the book includes recommendations of situations where a camera could be used as an adjunct to working with people with learning disabilities.