Money, Finance and the Personalisation Agenda for People with Learning Disabilities in the UK: Some Emerging Issues

Autor/inn/en	Abbott, David; Marriott, Anna
Titel	Money, Finance and the Personalisation Agenda for People with Learning Disabilities in the UK: Some Emerging Issues
Quelle	In: British Journal of Learning Disabilities, 41 (2013) 2, S.106-113 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2012.00728.x
Schlagwörter	Foreign Countries; Learning Disabilities; Money Management; Decision Making; Personal Autonomy; Independent Living; Research; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Learning handicap; Lernbehinderung; Decision-making; Entscheidungsfindung; Individuelle Autonomie; Selbstverantwortung; Forschung; Großbritannien
Abstract	In the UK, policy on adult social care places an emphasis on maximising choice and control for service users, including people with learning disabilities. The shift from the provision of organised services for groups of people to offering individual and personal budgets and pots of money for people to buy their own services has major implications for the way in which people with learning disabilities are offered the opportunity to be much more "hands-on" with managing their own financial affairs. Some of the financial implications of personalisation are arguably quite complex, and it is not clear how well people with learning disabilities are being supported with this. This paper highlights some key and emerging issues on the topic of money and personalisation and draws on interviews with a range of staff in learning disability services and highlights their views, hopes and concerns about the best ways to support people with money matters. The response of mainstream financial institutions to the needs of people with learning disabilities and the political and economic context in which the personalisation agenda is developing are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10