Developing Self-Advocacy Skills with People with Disabilities and Learning Difficulties.

Autor/in	Clare, Mariette
Institution	Further Education Unit, London (England).
Titel	Developing Self-Advocacy Skills with People with Disabilities and Learning Difficulties.
Quelle	Information Centre, Further Education Unit, 2 Orange Street, London WC2H 7WE, England (8 (1990)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
ISBN	1-85338-202-7
Schlagwörter	Leitfaden; Adolescents; Adults; Agency Cooperation; Articulation (Education); Disabilities; Educational Resources; Foreign Countries; Institutional Environment; Learning Disabilities; Personal Autonomy; Policy Formation; Portfolios (Background Materials); Program Evaluation; Self Advocacy; Special Needs Students; Staff Development; Student Centered Curriculum; United Kingdom + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Articulation; Artikulation (Ling); Artikulation; Aussprache; Handicap; Behinderung; Bildungsmittel; Ausland; Learning handicap; Lernbehinderung; Individuelle Autonomie; Politische Betätigung; Programme evaluation; Programmevaluation; Selbstbehauptung; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Großbritannien
Abstract	This document is intended for people in education and training, health services, social services, and volunteer organizations who are committed to empowering people with disabilities and learning difficulties. It sets self-advocacy within the context of achieving adult status in the United Kingdom, offers a theoretical framework for professionals interested in beginning this work, describes how portfolios can be used with people with a wide range of disabilities, analyzes the experiences of a group of workers from various settings, and summarizes institutional and professional implications of self-advocacy work. Sections included in the document are as follows: introduction, aims and objectives; planning and resources; implementation; monitoring and evaluation; the key workers; and a checklist for practitioners covering policy, resources, staff development, support for staff, the environment, regulations, sharing power, learner-centered programs, negotiation and choice, autonomy, risk taking, progression, interagency work, monitoring, and evaluation. Appendices include a description of the aims and objectives of the project, a list of steering committee members, an explanation of how the case studies and key workers were identified, 11 brief case studies, and 3 sample portfolios. A bibliography listing 125 sources concludes the document. (CML)
Anmerkungen	Information Centre, Further Education Unit, 2 Orange Street, London WC2H 7WE, England (8.00 pounds).
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC