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oapen-20.500.12657-612192024-03-27T14:14:26Z Learning Disability and Inclusion Phobia Goodey, C.F. concept of disability;disability theory;history of disability;intellectual disability;learning disability;social construction and disability thema EDItEUR::M Medicine and Nursing::MB Medicine: general issues::MBP Health systems and services thema EDItEUR::M Medicine and Nursing::MB Medicine: general issues::MBX History of medicine thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBF Social and ethical issues::JBFM Disability: social aspects The social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of ""ordinary lives"" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of ""scientific"" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered ""learning disabled"" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as ""inclusion phobia"", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call ""intellectual"" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability. 2023-02-09T14:54:59Z 2023-02-09T14:54:59Z 2016 book 9780203556658 9780415822008 9780815355212 https://library.oapen.org/handle/20.500.12657/61219 eng Routledge Advances in the Medical Humanities application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781136772009.pdf Taylor & Francis Routledge 10.4324/9780203556658 10.4324/9780203556658 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 9780203556658 9780415822008 9780815355212 Routledge 195 open access
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The social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of ""ordinary lives"" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of ""scientific"" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were.
This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered ""learning disabled"" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as ""inclusion phobia"", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call ""intellectual"" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice.
Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability.
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