Deinstitutionalisation in England. Data Brief

Autor/in	Emerson, Eric
Titel	Deinstitutionalisation in England. Data Brief
Quelle	In: Journal of Intellectual and Developmental Disability, 29 (2004) 1, S.79-84 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
Schlagwörter	Quantitative Daten; Foreign Countries; Health Services; Hospitals; Mental Retardation; Normalization (Disabilities); Public Policy; Social Integration + Suchen Sie Ihr Suchwort? Ausland; Health service; Gesundheitsdienst; Gesundheitswesen; Krankengymnast; Krankenhaus; Geistige Behinderung; Normalisierung; Öffentliche Ordnung; Soziale Integration
Abstract	The implementation of policies associated with deinstitutionalisation has dominated the development of services for people with intellectual disabilities in most, although not all, of the world's richer countries (Braddock, Emerson, Felce & Stancliffe, 2001; Hatton, Emerson & Kiernan, 1995). In England, traditional large-scale institutional care was provided in hospitals operated under the auspices of the National Health Service (NHS). In 1976, there were just over 51,000 recorded NHS long-stay hospital "beds" for people with intellectual disabilities in England. By April 2002 this number had decreased by 93% to 3,638. This change has been accompanied by an increase in the number of people supported in community-based residential services and by wide ranging legislative changes and central policy guidance (e.g., Department of Health, 1971, 1992a,b, 1993, 2001; Office of the Deputy Prime Minister and Department of Health, 2003). It has also generated a significant amount of research in the UK (Emerson & Hatton, 1996; Felce, 2000), the results of which are consistent with those of research undertaken in the USA and Australia (Kim, Larson & Lakin, 2001; Young, Sigafoos, Suttie, Ashman & Grevell, 1998). In short, deinstitutionalisation has been shown to be associated with a range of benefits for people with intellectual disabilities, including increases in satisfaction, social inclusion, engagement and support (although it appears to have little impact on levels of challenging behaviour (Emerson & Hatton, in press). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10