Stereotyped behaviour: resistance by people with profound learning difficulties
The edited collection charts the course through which people with learning disabilities have become increasingly able to direct their own lives as fully active members of their communities. accounts from the UK, Australia, Canada and Iceland consider both the individual pioneers of self-advocacy and...
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Jessica Kinglsey
2006
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ftsouthampton:oai:eprints.soton.ac.uk:40595 2023-07-30T04:04:22+02:00 Stereotyped behaviour: resistance by people with profound learning difficulties Nind, Melanie Mitchell, Duncan Traustadottir, Rannveig Chapman, Rohhss Townson, Louise Ingham, Nigel Ledger, Sue 2006 https://eprints.soton.ac.uk/40595/ unknown Jessica Kinglsey Nind, Melanie (2006) Stereotyped behaviour: resistance by people with profound learning difficulties. In, Mitchell, Duncan, Traustadottir, Rannveig, Chapman, Rohhss, Townson, Louise, Ingham, Nigel and Ledger, Sue (eds.) Exploring Experiences of Advocacy by People with Learning Disabilities: Testimonies of Resistance. London, GB. Jessica Kinglsey, pp. 202-211. Book Section PeerReviewed 2006 ftsouthampton 2023-07-09T20:48:36Z The edited collection charts the course through which people with learning disabilities have become increasingly able to direct their own lives as fully active members of their communities. accounts from the UK, Australia, Canada and Iceland consider both the individual pioneers of self-advocacy and the local and national groups that have been set up to work actively towards improved services. Nind's chapter asks whether people with profound learning difficulties use behaviours that are often seen as meaningless or harmful to gain some control and to resist unwelcome demands and situations. Book Part Iceland University of Southampton: e-Prints Soton Canada |
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University of Southampton: e-Prints Soton |
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ftsouthampton |
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unknown |
description |
The edited collection charts the course through which people with learning disabilities have become increasingly able to direct their own lives as fully active members of their communities. accounts from the UK, Australia, Canada and Iceland consider both the individual pioneers of self-advocacy and the local and national groups that have been set up to work actively towards improved services. Nind's chapter asks whether people with profound learning difficulties use behaviours that are often seen as meaningless or harmful to gain some control and to resist unwelcome demands and situations. |
author2 |
Mitchell, Duncan Traustadottir, Rannveig Chapman, Rohhss Townson, Louise Ingham, Nigel Ledger, Sue |
format |
Book Part |
author |
Nind, Melanie |
spellingShingle |
Nind, Melanie Stereotyped behaviour: resistance by people with profound learning difficulties |
author_facet |
Nind, Melanie |
author_sort |
Nind, Melanie |
title |
Stereotyped behaviour: resistance by people with profound learning difficulties |
title_short |
Stereotyped behaviour: resistance by people with profound learning difficulties |
title_full |
Stereotyped behaviour: resistance by people with profound learning difficulties |
title_fullStr |
Stereotyped behaviour: resistance by people with profound learning difficulties |
title_full_unstemmed |
Stereotyped behaviour: resistance by people with profound learning difficulties |
title_sort |
stereotyped behaviour: resistance by people with profound learning difficulties |
publisher |
Jessica Kinglsey |
publishDate |
2006 |
url |
https://eprints.soton.ac.uk/40595/ |
geographic |
Canada |
geographic_facet |
Canada |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Nind, Melanie (2006) Stereotyped behaviour: resistance by people with profound learning difficulties. In, Mitchell, Duncan, Traustadottir, Rannveig, Chapman, Rohhss, Townson, Louise, Ingham, Nigel and Ledger, Sue (eds.) Exploring Experiences of Advocacy by People with Learning Disabilities: Testimonies of Resistance. London, GB. Jessica Kinglsey, pp. 202-211. |
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1772815759944187904 |