Abigail Croydon
Biographic Data
| ID | 6301731 |
|---|---|
| NAME | Abigail Croydon |
| GIVEN NAMES | Abigail |
| FAMILY NAME | Croydon |
| SIGNATURE | CROYDON A |
| AFFILIATIONS | Southampton Education School, University of Southampton, Southampton, UK |
| ORCID | 0000-0003-2008-3862 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Personalisation policy in the lives of people with learning disabilities
Social care provision across high-income countries has been transformed over the last ten years by personalisation – a policy agenda to give people with eligible support needs more choice and control over their support. Yet the ideological underpinnings of this transformation remain highly mutable, particularly in the context of reduced welfare provision that has unfolded in many nations advancing personalisation. How the policy has manifested it…
Learning from each other in the context of personalisation and self-build social care
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals’ control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of …
Mapping inclusion of a child with autism in a mainstream kindergarten
This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to…
Learning from each other in the context of personalisation and self-build social care
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals’ control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of …
Personalisation policy in the lives of people with learning disabilities
Social care provision across high-income countries has been transformed over the last ten years by personalisation – a policy agenda to give people with eligible support needs more choice and control over their support. Yet the ideological underpinnings of this transformation remain highly mutable, particularly in the context of reduced welfare provision that has unfolded in many nations advancing personalisation. How the policy has manifested it…
Mapping inclusion of a child with autism in a mainstream kindergarten
This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to…
Mapping inclusion of a child with autism in a mainstream kindergarten
This study identify and reflect on barriers to inclusion that children with autism can meet in kindergarten. We use a single case study with participant- and video observation to map inclusion for a single 5-year-old boy with autism, in a mainstream kindergarten in Norway. Analysis identified three modes of inclusion; distance-keeping, maintaining proximity and interacting. The mapping procedure demonstrated that barriers to inclusion continue to…
Learning from each other in the context of personalisation and self-build social care
UK policy for adults with intellectual disabilities no longer supports state-provided building-based day care but promotes personalised care and support under individuals’ control with choice of community-based opportunities. The research explored experiences of this new terrain and the informal learning involved. An initial scoping review was followed by interviews with key service providers in one urban and one rural area in England and one of …
Personalisation policy in the lives of people with learning disabilities
Social care provision across high-income countries has been transformed over the last ten years by personalisation – a policy agenda to give people with eligible support needs more choice and control over their support. Yet the ideological underpinnings of this transformation remain highly mutable, particularly in the context of reduced welfare provision that has unfolded in many nations advancing personalisation. How the policy has manifested it…
Political science (3 works) · Business (2 works) · Context (archaeology (2 works) · Family and Disability Support Research (2 works) · Healthcare innovation and challenges (2 works) · Marketing (2 works) · Pedagogy (2 works) · Psychology (2 works) · Public relations (2 works) · Sociology (2 works)