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Additional resources for Inclusive Research With People With Learning Disabilities: Past, Present, and Futures
Example text
This goes beyond the concept of people with learning disabilities as respondents. Being a researcher offers even more in terms of valued social roles – conference goer, the one who asks rather than answers the questions, presence at prestigious academic events, having one’s name in print. In the UK, furthermore, the emphasis in normalization/social role valorization on the importance of citizen advocacy as the duty of ordinary people to work for people with learning disabilities has, we would argue, given researchers an unambiguous place in the lives of people with learning disabilities.
The more integrationist policies of hospital closure, rights to school education, etc. influenced by normalization have meant that people with learning disabilities are more available to researchers and probably have more interesting stories to tell, certainly as far as policy makers are concerned. Certainly the NORMALIZING, EMANCIPATING AND MAKING A STAND 49 experiences of deinstitutionalization and community living have been major areas where researchers have tried to get inside the experience from a user’s point of view (Atkinson 1986; Flynn 1989; Johnson 1998; Potts and Fido 1991; Wilkinson 1989).
In Australia it had an influence on research undertaken in the late 1980s around crime and intellectual disability (Johnson et al. 1987; Osman 1986), participation (O’Brien and Johnson 1987) and advocacy (Nicholls and Andrew 1990). In the USA its values underpinned the movement to close large institutions, and studies of community integration were shaped by normalization/ NORMALIZING, EMANCIPATING AND MAKING A STAND 47 social role valorization principles (see, for example, Taylor, Bogdan and Lutfiyya 1995; Wolfensberger 1972).
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