Kelley Johnson

Focusing on the commonly advocated concept of social inclusion in the lives of people with intellectual disabilities, this book argues that the current approach has not succeeded in supporting people to lead good lives in the community. It instead advocates the importance of belonging as a basis for a good life, and examines the implications of belonging at both conceptual and practical levels for educators and social workers.

Focusing on the commonly advocated concept of social inclusion in the lives of people with intellectual disabilities, this book argues that the current approach has not succeeded in supporting people to lead good lives in the community. It instead advocates the importance of belonging as a basis for a good life, and examines the implications of belonging at both conceptual and practical levels for educators and social workers.

What does it mean to live a good life? Why has it proved so difficult for people with intellectual disabilities to live one? What happens when we make a good life the centre of our consideration of people with intellectual disabilities? These questions are explored through a re-examination of ideas from philosophy and social theory, and through personal life stories. This important and timely book provides an analysis and critique of current policies and underpinning ideologies in relation to people with intellectual disabilities and explores ways in which a good life may be made more attainable.

In this thought-provoking book, Jan Walmsley and Kelley Johnson discuss participative approaches to research and provide an up-to-date account of inclusive practice with individuals with learning disabilities. Drawing on evidence from two major studies, they explain how lessons learnt from inclusive research in the learning disability field are applicable to others working with marginalized groups. The authors examine the origins and the process of inclusive research, describing:* how and why it takes place* who carries it out* who funds it* how it is designed* how it relates to policy and practice.They look at the challenges inherent in this work, such as balancing the voice of the researcher with that of disabled participants and clarifying roles within research projects, and explore how it can become more inclusive and empowering. Providing valuable information and advice to researchers, policy makers and students as well as other health and social care professionals, this book presents a comprehensive examination of participative research in social care.

I recommend this book to anyone engaged in working collaboratively with people with the label 'learning difficulty', particularly in women's; groups, self advocacy or rights bases/citizenship concerns. The plain English accounts are accessible, but I also found the main bulk of the text easily translatable and used it extensively in my recent research. For the women involved in this project it provided a framework of reference in which they recognized similar life events and experiences.Not only does this book fill this gap by providing a frame in which women can examine this exclusion, it also questions the marginalized position of women classified as having 'learning difficulties' in feminist and disability literature.'- Disability and Society'This is such a good read that it is difficult to be objective about the content, criticism was suspended! It is divided into parts and each part is helpfully introduced by the editors. There is also a short straightforward description of the content at the beginning of each chapter so that women with intellectual disabilities can be included in the readership.This book gives us a valuable insight into the lives of women with learning disabilities. It changes an often discriminated group into individuals of considerable interest and value. It is to be recommended to everyone who feels that difference is important in our community.'- Ann Craft Trust BulletinThis book provides the first comprehensive exploration of the issues affecting the lives of women with intellectual disabilities. Women from all over the world, with and without intellectual disabilities, have collaborated to write about their lives, their experiences and their hopes for the future. Different aspects of life - work, family, relationships and community involvement - are discussed. Some of the women have found, or are finding, fulfilling, happy, creative lifestyles. One message which emerging from many of their stories is that their intellectual disability is less of a problem than the social and economic discrimination these women experience. This book thus raises important questions about society's attitudes to women with intellectual disabilities. It is also a place where these women's stories - from the sad or disturbing to the happy, moving or inspirational - can be heard. The book's unique plain English versions of chapters will ensure that it is accessible to other women with intellectual disabilities. It is an important, interesting and readable addition to literature about intellectual disabilities and about women's lives across the world.

This book explores the lives of women living in a locked ward within a large institution for people with intellectual disabilities. Kelley Johnson describes, in rich and carefully-observed detail, the lives of the women in the institution largely through their own stories and experiences. The closure of this institution gave her a unique opportunity to examine closely the impact of deinstitutionalisation on these women. The book raises a number of broad questions about our understanding of disability. It considers the role of professional views of intellectual disability in shaping perceptions. It also looks at the process of deinstitutionalisation, with its paradoxical discourse of rights and management. Finally the book’s feminist analysis brings insight to the ways in which institutionalised women are not only locked out of society, but out of their lives as women as well.

This book explores the lives of women living in a locked ward within a large institution for people with intellectual disabilities. Kelley Johnson describes, in rich and carefully-observed detail, the lives of the women in the institution largely through their own stories and experiences. The closure of this institution gave her a unique opportunity to examine closely the impact of deinstitutionalisation on these women. The book raises a number of broad questions about our understanding of disability. It considers the role of professional views of intellectual disability in shaping perceptions. It also looks at the process of deinstitutionalisation, with its paradoxical discourse of rights and management. Finally the book's feminist analysis brings insight to the ways in which institutionalised women are not only locked out of society, but out of their lives as women as well.