Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/4366
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dc.contributor.editorDavid, May-
dc.date.accessioned2018-09-25T07:09:26Z-
dc.date.available2018-09-25T07:09:26Z-
dc.date.issued2001-
dc.identifier.isbn1 85302 863 0-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/4366-
dc.descriptionIntellectual disability is not, however, a homogeneous category. As Walsh reminds us in Chapter 8, the experience of it is mediated through other equally powerful social variables, such as class and ethnicity, as well as age and gender, and perhaps most powerfully of all, disability (its nature and severity); a point which largely for reasons of space we are perhaps guilty of not sufficiently attending to. Much of the progress of recent years – in terms of access to further education, independent living, supported employment, the right to marry and have children – has been confined to the more able part of the population, those whose intellectual disability is at the very least contestable. In the study of a cohort of people with intellectual disabilities at middle age, all of whom had entered adult services on leaving school in the late 1960s, more than one in three of those with IQs of less than 50 were, almost 30 years later, still living at home and attending day centres and a further quarter were in long-stay hospital (May and Hogg 2000). What characterizes their lives is not so much change as its absence.-
dc.languageenen_US
dc.language.isoenen_US
dc.publisherJessica Kingsleyen_US
dc.subjectTransition and Changeen_US
dc.titleTransition and Change in the Lives of People with Intellectual Disabilitiesen_US
dc.typeBooken_US
Appears in Collections:Social Work

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