Chapter
THE LEARNING SOCIETYAND PEOPLE WITH LEARNING DIFFICULTIES
1. Competing perspectives on lifelong learning ...
Who are people with learning difficulties?
What is the Learning Society?
2. Policy discourses and lifelong learning
Community care policy and lifelong learning
Education policy and lifelong learning
3. Social justice and post-school education and training for people with learning difficulties
Utilitarianism and social justice
New Labour and conceptions of social justice
Radical notions of social justice: tensions between redistribution and recognition
Training for young people with learning difficulties
Post-school destinations for young people with special educational needs
Case studies of young people
Discussion and conclusion
4. Lifelong learning for people with learning difficulties
Lifelong learning: a policy catch-all?
Health, social capital and lifelong learning
Employment and lifelong learning
People with learning difficulties and experiences of lifelong learning: evidence from case studies
Discussion and conclusion
5. Access to the open labour market by people with learning difficulties
Disabled people and work: the historical context
The disability movement and theories of disability and employment
The social model of disability and employment
Normalisation, work and supported employment
Post-war employment policy and wage subsidy supported employment
The Employment Service’s Wage Subsidy and Supported Employment schemes
Experiences of open employment and the Employment Service’s supported employment programme
Discussion and conclusion
6. Participation in supported employment
Principles of Job Coach Supported Employment
The development of Job Coach Supported Employment in the UK
The perspective of Job Coach Supported Employment agencies
Case studies of supported employment participants
Discussion and conclusion
7. Community care, employment and benefits
Social care markets: purchasers, providers and contracts
Purchaser–provider perspectives
The experience of adults with learning difficulties
Discussion and conclusion
8. Social capital, lifelong learning and people with learning difficulties
James Coleman: reconciling neo-classical economics and social action theory
Robert Putnam: the decline of civic virtue
Pierre Bourdieu: the pyrotechnics of capitals
Theories of social capital and theories of learning difficulties
Social capital and people with learning difficulties: evidence from case studies
Discussion and conclusion
Family, domestic arrangements and neighbourhood
The initial education system and peers
Continuing education, voluntary organisations and government
10. Conclusion: Implications of different versions of the Learning Society for people with learning difficulties
The human capital version of the Learning Society
The social capital version of the Learning Society
The social control version of the Learning Society
Disabled people, identities and the research process
Activism and the academy: involving disabled people in research
People with learning difficulties and the research process
The research project and the research group
Learning difficulties and theory
1968 Social Work (Scotland) Act
1972 Chronically Sick and Disabled Persons (Scotland) Act
1973 Employment and Training Act (as amended by the 1993 Trade Union Reform and Employment Rights Act)
1980 Education (Scotland) Act
1984 Mental Health (Scotland) Act
1986 Disabled Persons (Services, Consultation and Representation) Act
1987 Housing (Scotland) Act
1990 National Health Service and Community Care Act
1990 Enterprise and New Towns Act (as amended by the 1993 Trade Unions Reform and Employment Rights Act)
1992 Further and Higher Education (Scotland) Act
1995 Carers (Recognition and Services) Act
1995 Disability Discrimination Act
The 1995 Children (Scotland) Act
1995 Criminal Procedure (Scotland) Act
The 2000 Adults With Incapacity (Scotland) Act
Standards in Scotland’s Schools Bill