Overview

The aim of the book is to highlight and explore key issues in the field of learning difficulties which are overshadowed by the current preoccupation with administrative reforms of community services and the NHS. Specialist contributors focus on four main areas, covering changes to people's daily lives, changes in practice, changing issues and changing strategies. Emphasis is on learning from practice, and examples are drawn from ""leading-edge"" projects. Practical opportunities for change are suggested. This text is suitable for practitioners and managers in the NHS, social services, and independent and voluntary sectors. It is also appropriate for teachers and students on degree courses dealing with learning difficulties, RMHN, DipSW, psychology and OT.

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9780750622486

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Reviews

At the outset, it would be useful to clarify the subject matter of this book for its potential readership. The term learning difficulties may cause some confusion amongst those who, like myself, typically associate the term with learning disorders such as dyslexia; however, the difficulties referred to in this volume are rather more profound. While this choice of words may seem euphemistic, particularly to those working in a more traditional clinical setting, its use is more desirable, and more appropriate to the aims of the book, than some of the oft used deficit based labels. That said, the book sets out to provide a comprehensive examination of the changing nature of policy and practice in the provision of services for those with learning difficulties, and achieves that goal with few exceptions. <br>... Altogether, this book provides a comprehensive look at a wide variety of issues affecting policy and practice, and looks ever forward to the goal of improved service provision and changes in society which will lead toward an ordinary life in the community for people with learning difficulties. It is this underlying theme of human rights and social justice that effectively links together the wide ranging material covered. Chapters which incorporate the experiences of people with learning difficulties, often in their own words, make for the most compelling material, and leave the reader feeling better able to understand the issues because of the extra insight gained. This well written and well organised book should prove of interest t those involved in any aspect of the lives of people with learning difficulties. James A LeClair, Dept. of Geography, University of Victoria, BritishColumbia, Canada., Soc. Sci. Med Vol. 47, No. 9, pp. 1389 1396, January 1988<br>is rare that an edited volume achieves real coherence and a comprehensive coverage of issues. But Values and Visions does just that. The editors set out to address key questions and issues around the <br>practical possibilities for change. In so doing, they have brought together a stunning line up of contributors.

At the outset, it would be useful to clarify the subject matter of this book for its potential readership. The term learning difficulties may cause some confusion amongst those who, like myself, typically associate the term with learning disorders such as dyslexia; however, the difficulties referred to in this volume are rather more profound. While this choice of words may seem euphemistic, particularly to those working in a more traditional clinical setting, its use is more desirable, and more appropriate to the aims of the book, than some of the oft used deficit based labels. That said, the book sets out to provide a comprehensive examination of the changing nature of policy and practice in the provision of services for those with learning difficulties, and achieves that goal with few exceptions. ... Altogether, this book provides a comprehensive look at a wide variety of issues affecting policy and practice, and looks ever forward to the goal of improved service provision and changes in society which will lead toward an ordinary life in the community for people with learning difficulties. It is this underlying theme of human rights and social justice that effectively links together the wide ranging material covered. Chapters which incorporate the experiences of people with learning difficulties, often in their own words, make for the most compelling material, and leave the reader feeling better able to understand the issues because of the extra insight gained. This well written and well organised book should prove of interest t those involved in any aspect of the lives of people with learning difficulties. James A LeClair, Dept. of Geography, University of Victoria, British Columbia, Canada., Soc. Sci. Med Vol. 47, No. 9, pp. 1389 1396, January 1988is rare that an edited volume achieves real coherence and a comprehensive coverage of issues. But Values and Visions does just that. The editors set out to address key questions and issues around the

At the outset, it would be useful to clarify the subject matter of this book for its potential readership. The term learning difficulties may cause some confusion amongst those who, like myself, typically associate the term with learning disorders such as dyslexia; however, the difficulties referred to in this volume are rather more profound. While this choice of words may seem euphemistic, particularly to those working in a more traditional clinical setting, its use is more desirable, and more appropriate to the aims of the book, than some of the oft used deficit based labels. That said, the book sets out to provide a comprehensive examination of the changing nature of policy and practice in the provision of services for those with learning difficulties, and achieves that goal with few exceptions. ... Altogether, this book provides a comprehensive look at a wide variety of issues affecting policy and practice, and looks ever forward to the goal of improved service provision and changes in society which will lead toward an ordinary life in the community for people with learning difficulties. It is this underlying theme of human rights and social justice that effectively links together the wide ranging material covered. Chapters which incorporate the experiences of people with learning difficulties, often in their own words, make for the most compelling material, and leave the reader feeling better able to understand the issues because of the extra insight gained. This well written and well organised book should prove of interest t those involved in any aspect of the lives of people with learning difficulties. James A LeClair, Dept. of Geography, University of Victoria, British Columbia, Canada., Soc. Sci. Med Vol. 47, No. 9, pp. 1389 1396, January 1988 is rare that an edited volume achieves real coherence and a comprehensive coverage of issues. But Values and Visions does just that. The editors set out to address key questions and issues around the practical possibilities for change. In so doing, they have brought together a stunning line up of contributors. I can not recommend this book highly enough. It is a must.

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