Larry
You are spot on mate within yoour observations.... Who benefits from all these labels anyway? The any label any person should be given to describe them is 'human'!!!
Well said!!!
Colin Revell
> Date: Fri, 11 Feb 2011 15:15:20 +0000
> From: [log in to unmask]
> Subject: Re: call for papers - learning disability studies
> To: [log in to unmask]
>
> To use the social model in it's strictest sense there are no people with
> learning disabilities, merely people who have been disabled from learning.
>
> I am not at all sure you can have a learning difficulty either, you can
> however find it difficult to learn. The term "difficulty" in a
> disability/impairment context is one I find problematic, in that what
> exactly is a "difficulty"? It seems to me (and perhaps I can be corrected
> by someone who has the requisite scholarship and history ) that difficulty
> is in essence a euphemism, and attempt to dissociate from the stigmatising D
> word of "disability" as usually understood in it's medical context.
>
> I think the problem has to be grasped by realising that disabled people are
> disabled people, regardless of what, or who, or when (that one is complex
> but I could elaborate) has disabled us.
>
> Anyway I personally hate any terminology at all which makes one into a
> person with (substitute appropriate linguistic baggage here)
>
> Larry.
>
>
>
> > -----Original Message-----
> > From: The Disability-Research Discussion List [mailto:DISABILITY-
> > [log in to unmask]] On Behalf Of Vin
> > Sent: 11 February 2011 12:45
> > To: [log in to unmask]
> > Subject: Re: call for papers - learning disability studies
> >
> >
> > it is just so sad and depressing that the Social Model of Disability is
> > apparently of no value to whoever runs this journal - despite it now being
> > enshrined in UK law!!
> > Folks - the Social Model [created by disabled people in the 70's] defines
> > disability as the barriers erected by society that impede the integration
> > and inclusion of people with impairments - you cannot therefore have 'a
> > disability' - whether learning or physical, and People First [the
> > organisation of and for people with learning difficulties in the UK] has
> > adopted the Social Model and explains why on its website. It is therefore
> > sad and depressing that non-disabled people continue to stigmatise
> disabled
> > people by the continued use of Medical Model terminology and language. It
> is
> > all the more galling for apparently well-educated people presenting
> > themselves as academics to do this.
> > Just to be clear, there is no problem with a person with learning
> > difficulties referring to themself as having a learning disability - that
> is
> > entirely their choice.
> > I am aware that parents of adults with learning difficulties and complex
> > impairments hang on to the term 'learning disability' because they think
> > that they need to stress the level and complexity of the impairments and
> > barriers that their children face - and that too is their choice. But
> large
> > organisations and academia should know better!
> > Rant over! :-)
> > Vin
> > Vin West
> > Secretary, Arfon Access Group
> > Glyn Dwr
> > Llandwrog Uchaf
> > Caernarfon
> > LL54 7RA
> > 01286 880761
> > [log in to unmask]
> > [log in to unmask]
> >
> > -----Original Message-----
> > From: Rohhss Chapman
> > Sent: Friday, February 11, 2011 12:11 PM
> > To: [log in to unmask]
> > Subject: call for papers - learning disability studies
> >
> > Apologies for cross posting
> >
> >
> > British Journal of Learning Disabilities Special Issue
> >
> > The editor of the British Journal of Learning Disabilities invites
> articles
> > for a Special Issue to be guest edited by The Partnership Steering Group
> > (Learning Disability Studies, University of Manchester). This Special
> Issue
> > will be published in the summer of 2012.
> >
> > The theme of the issue is: 'The research and work of people with learning
> > disabilities and their allies and supporters'.
> >
> > People with learning disabilities have found it difficult to access their
> > rightful place in discussion within academia despite government
> departments,
> > research councils and the larger charities demanding that
> inclusive/service
> > user involved or partnership research is the ethical way of working.
> >
> > We are therefore delighted that the British Journal of Learning
> Disabilities
> > has given space to showcase the work of people with learning disabilities
> > who are researchers and writers. This Special Issue will be the first of
> > its kind to offer peer reviewing and an editorial undertaken by experts
> with
> > learning disabilities working in partnership with their allies in the
> field.
> >
> > The main aims of the Special Issue are to include articles that explore
> > topics wholly relevant to the lives of people with learning disabilities,
> > whether this is about real life research and /or production of knowledge
> > (thinking about issues in a new way). It will provide an opportunity to
> > critically explore a collection of research from a number of subject
> areas.
> >
> > Articles could include but will not be limited to:
> >
> > . Friendships, relationships and sex
> > . Understanding the political situation and the current cuts in services
> > . Issues around employment
> > . Issues facing young people with learning disabilities
> > . Loss, bereavement and grieving
> > . Parenting
> > . The silence surrounding people with complex needs
> > . Getting access to information about medication
> > . Ownership of people's own work
> >
> > Guidelines
> >
> > When writing papers, all authors should note that we expect articles to:
> >
> > . Be authored or co-authored by people with learning disabilities
> > . To include a section on methodology (including how the article was put
> > together).
> > . Offer new insights and critical perspectives on learning disability
> > studies (new ideas and thoughts)
> > . To use straightforward language and explain any jargon used
> > . Provide an accessible summary of the article.
> >
> > Key Deadlines
> >
> > . Full drafts of articles should be sent to arrive no later than June 27th
> > 2011.
> > . Following peer review, draft papers will be returned to authors by
> October
> > 31st 2011.
> > . Final versions of articles from authors must be received by Monday, 28th
> > November 2011.
> > . The Special Issue will be published in summer 2012
> > . Articles may be submitted in advance of these dates.
> >
> > Submission details
> >
> > . Clearly mark your article DM - FOR SPECIAL ISSUE
> > . Read further instructions for authors on the back page of British
> > Journal of Learning Disabilities
> > or go to www.wiley.com/bw/submit.asp?ref=1354-4187
> > . When uploading article go direct to:http://mc.manuscriptcentral.com/BLD.
> >
> > We look forward very much to receiving your article. If you have any
> > queries or difficulties about how to get the article sent, please email
> > [log in to unmask] or [log in to unmask], or call
> > 0161 275 8477 and we will be happy to respond.
> >
> > The Partnership Steering Group
> > School of Education
> > University of Manchester
> > Oxford Road
> > Manchester
> > M13 9PL
> > 11/02/11
> >
> >
> >
> >
> >
> >
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