Professional Ideology and Learning Disability
An analysis of internal conflict
Bibliographic Data
| ID | 12312752 |
|---|---|
| Authors | Susan J Deeley (corresponding author), Susan Deeley |
| Year | 2002 |
| Volume | 17 |
| Issue | 1 |
| Pages | 19-33 |
| Publication date | 2002-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Disability & Society (JOURNAL) |
| Journal identifiers | ISSN: 0968-7599 • E-ISSN: 1360-0508 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09687590120100101 |
| OpenAlex | W1979409452 |
| Language | EN |
| Citations received | 8 |
| References cited | 5 |
Normalisation is the guiding principle for professionals who work with people with learning disabilities. However, professionals hold varying degrees of adherence to this prevailing orthodoxy. In addition, some professionals openly dispute its merits and adopt a more paternalistic perspective of people with learning disabilities. Consequently, their views are more similar to the parents of people with learning disabilities than to their professional colleagues. Based on ideological differences, these contradictory views create tension and potential conflict between professionals. This paper explores the ideological differences between professionals who follow the prevailing orthodoxy, identified in the study as 'normalisers', and professionals who adhere to a superseded ideology, identified as 'paternalists'. Similar to the problematic relationship between parents and professionals, a solution to the internal conflict of professionals may also be found in seeking a shared ideology of care
Ideology · Orthodoxy · Paternalism · Pedagogy · Perspective (graphical · Political science · Public relations · Sociology · Disability Rights and Representation · Family and Disability Support Research · Healthcare innovation and challenges · Law · Psychology · Social Psychology
I was just gobsmacked’
Common areas in group homes
Beyond normalization and impairment
Legitimating school segregation. The special education profession and the discourse of learning disability in Germany
From Adolescence to Young Adulthood
Why do working relationships not change? The need for a new approach to disability partnership research and social change
Are We Valuing People's Choices Now? Restrictions to Mundane Choices Made by Adults with Learning Difficulties
Conceptualising Intensive Caring Activities
| Citations per year | 0.35 |
|---|---|
| Citation span | 2003 - 2017 (15) |
| Highly cited | No |