ADULTS SEVERE LEARNING DISABILITY ADVOCACY AND SOCIAL WORK PRACTITIONERS CONTRIBUTION

Adults Severe Learning Disability Advocacy And Social Work Practitioners Contribution

Abstract

Recent policy has emphasized the need for advocacy services for children and young people, developments that have gone hand-in-hand with greater levels of participation of young people in decision-making. Advocacy for disabled young people is especially important, as they are a particular vulnerable group and have, traditionally, been even more excluded from decisions about matters affecting their lives. This paper reports the findings, as they relate to disabled young people, from a study that investigated the role of advocacy for looked-after children and children in need. The paper highlights some of the benefits of advocacy for disabled children, the dilemmas facing advocates between advocating and acting in someone's 'best interests', identifying the client and the boundaries between advocacy and social work. It argues that time given to establish a close relationship with a disabled child or young person is crucial if advocacy is to be effective and participation in decisions affecting their lives a reality.

Table of Content

CHAPTER 1: INTRODUCTION4

Introduction4

Statement of the Problem7

Purpose of the Study8

Objectives of the Study9

Research Questions9

Significance of the Study10

CHAPTER 2: LITERATURE REVIEW15

Introduction15

Importance and Rationale of Self-Determination23

Definitions and Conceptual Models28

Effectiveness of Strategies for Promoting Self-Determination31

Goal Attainment Scaling35

Government Policy36

Social Work Practitioner41

Factors Affecting the Social work practitioner Movement44

CHAPTER 3: RESEARCH METHODOLOGY55

Introduction55

Research Method55

Literature Selection Criteria56

Search Technique56

Design of the Study57

CHAPTER 4: RESULTS59

Introduction59

Awareness of Social worker practitioner61

Support from NGOs62

Structure of Social worker practitioners64

Socio-Economic Background and Family Support66

Intellectual Inhibition69

National Policies70

Reflection on the Factors Affecting the Social worker practitioner Movement72

CHAPTER 5: DISCUSSION AND CONCLUSIONS75

Summary of Findings75

Discussion76

Implications77

Recommendations77

Suggestions for Further Research79

Conclusion80

REFERENCES82

CHAPTER 1: INTRODUCTION

Introduction

Over the past few decades, there were extensive efforts from the federal, state, and local levels to improve the post-school outcomes of students with disabilities. The Individuals with Disabilities Education Act of 1990 and its amendments of 1997 and 2004 demonstrate a legislative commitment to improving access to the general education curriculum, high academic standards, goal-oriented transition planning, and accountability for results with students with disabilities. Since the early 1980s, transition became a major priority at all levels of policy and programs. These policy initiatives were intended to improve the lives of youth with disabilities.

The transition services definition provides a framework of four essential elements that include: (a) determining student strengths, needs, interests, and preferences; (b) results and outcome-oriented planning; (c) a coordinated set of activities; and (d) promoting movement to post-school activities. These four essential elements include a range of best practices in transition including person-centered planning (i.e., outcome oriented process), interagency collaboration (i.e., a coordinated set of activities), follow-up and follow along services (i.e., activities that promote movement from school to post-school activities), and self-determina strengths and needs, taking d interests; Flexer & Baer, 2008).

Advocacy — in broad terms, pleading the cause of another — is predicated on the core belief that it plays an essential part in securing the rights and protecting the interests of socially devalued groups and individuals (Henderson and Pochin, ...