Politics and Intellectual Disability in England: An Historical Perspective

Autor/in	Jackson, Robin
Titel	Politics and Intellectual Disability in England: An Historical Perspective
Quelle	In: International Journal of Developmental Disabilities, 63 (2017) 1, S.52-58 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2015.1107364
Schlagwörter	Foreign Countries; Intellectual Disability; European History; Political Issues; Services; Needs; Federal Legislation; Social Bias; Attitudes toward Disabilities; Educational Legislation; Research; Inclusion; Educational Policy; Adults; Children; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Intellect; Disability; Disabilities; Verstand; Behinderung; Politischer Faktor; Dienstleistung; Grundbedürfnis; Bundesrecht; Bildungsrecht; Schulgesetz; Forschung; Inklusion; Politics of education; Bildungspolitik; Child; Kind; Kinder
Abstract	Objectives: This paper seeks to explore from an historical perspective the way in which political climates impinge upon the public and professional perception of what constitutes appropriate provision for people with an intellectual disability. Methods: A systematic review of literature relating to policy and provision for people with an intellectual disability in England was undertaken. Results: Evidence drawn from the disciplines of cultural anthropology and history demonstrates that people with an intellectual disability have been identified across cultures and historical epochs. In the three decades following the end of World War 2 (WW2), a significant development occurred in England: as a result of pioneering research work undertaken by a small group of psychologists, drawn mainly from countries beyond England, the learning potential of children and young people with an intellectual disability was demonstrated. The findings from this research led to landmark changes in legislation. The present paper seeks to underscore the fact that the changes in provision for people with an intellectual disability in the thirty years following the end of WW2 resulted from the findings of well-conceived and executed research. Conclusions: There is an urgent need to discuss the future shape of all services for people with an intellectual disability but in a professional climate characterised by informed analysis and not ideological preference. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01