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Commentary on "Why study the history of learning disability?"

Bradshaw, Jill, McGill, Peter (2015) Commentary on "Why study the history of learning disability?". Tizard Learning Disability Review, 20 (1). pp. 11-14. ISSN 1359-5474. (doi:10.1108/TLDR-10-2014-0035) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1108/TLDR-10-2014-0035

Abstract

Purpose – The purpose of this paper is to introduce practitioners and practice-based academics to the relevance of historical study to learning disability research. Design/methodology/approach – States need to balance conceptual history against that of learning disabled individuals; reviews existing literature; offers guidelines for prospective historians; gives sample of findings from author's work elsewhere; draws conclusions. Findings – Research which is conceptually based and goes back before the rise of the long-stay institutions reveals the historical contingency of learning disability not only as a concept but as a supposed “natural kind”, and exposes the more durable historical permanence of the phobia that creates “extreme outgroups”. Originality/value – Of the very small amount of historical scholarship that engages with conceptual history before the modern era, none of it till now has sought to enquire about the relevance of its findings to current practice.

Item Type: Article
DOI/Identification number: 10.1108/TLDR-10-2014-0035
Uncontrolled keywords: Knowledge, Learning disabilities, Roles, Carers, Intellectual disability, Exclusion
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Tizard
Depositing User: Jo Ruffels
Date Deposited: 02 Jun 2015 08:40 UTC
Last Modified: 29 May 2019 14:37 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/48711 (The current URI for this page, for reference purposes)
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