Draws on a unique 3-year action research study that surveyed daily life and residents' experiences. Provides evidence-based strategic and practical suggestions for ways that staff and organisations can improve quality of life for residents. Authors from La Trobe University, Australia.

Living independently and participating in one's community are priorities for many people. In many regions across the United States, there are programs that support and enable people with disabilities and older adults to live where they choose and with whom they choose and to participate fully in their communities. Tremendous progress has been made. However, in many cases, the programs themselves â€" and access to them â€" vary not only between states but also within states. Many programs are small, and even when they prove to be successful they are still not scaled up to meet the needs of the many people who would benefit from them. The challenges can include insufficient workforce, insufficient funding, and lack of evidence demonstrating effectiveness or value. To get a better understanding of the policies needed to maximize independence and support community living and of the research needed to support implementation of those policies, the National Academies of Sciences, Engineering, and Medicine convened a public workshop in October 2015. Participants explored policies in place that promote independence and community living for older adults and people with physical disabilities, and identified policies and gaps in policies that can be barriers to independence and the research needed to support changing those policies. This report summarizes the presentations and discussions from the workshop.

Group homes emerged in the United States in the 1970s as a solution to the failure of the large institutions that, for more than a century, segregated and abused people with intellectual and developmental disabilities. Yet community services have not, for the most part, delivered on the promises of rights, self-determination, and integration made more than thirty years ago, and critics predominantly portray group homes simply as settings of social control. Making Life Workis a clear-eyed ethnography of a New York City group home based on more than a year of field research. Jack Levinson shows how the group home needs the knowledgeable and voluntary participation of residents and counselors alike. The group home is an actual workplace for counselors, but for residents group home work involves working on themselves to become more autonomous. Levinson reveals that rather than being seen as the antithesis of freedom, the group home must be understood as representing the fundamental dilemmas between authority and the individual in contemporary liberal societies. No longer inmates but citizens, these people who are presumed—rightly or wrongly—to lack the capacity for freedom actually govern themselves. Levinson, a former group home counselor, demonstrates that the group home depends on the very capacities for independence and individuality it cultivates in the residents. At the same time, he addresses the complex relationship between services and social control in the history of intellectual and developmental disabilities, interrogating broader social service policies and the role of clinical practice in the community.

Aligned with the core values and agenda of TASH, this visionary text prepares professionals to strengthen supports and services for people with disabilities across the lifespan.

People with learning disabilities are affected by significantly more health problems than the general population and are much more likely to have significant health risks. Yet evidence suggests they are not receiving the same level of health education and health promotion opportunities as other members of society. This important, interdisciplinary book is aimed at increasing professional awareness of the importance of health promotion activities for people with intellectual and developmental disabilities. Written by an international board of experts, it is a thorough and comprehensive guide for students, professionals and carers. The book considers a variety of challenges faced by those with intellectual disabilities, from physical illnesses such as diabetes, epilepsy and sexual health issues, through to issues such as addiction, mental health and ageing. Contributors: Jim Blair, Penny Blake, Malin Broberg, Michael Brown, Eddie Chaplin, Bob Davies, Gillian Eastgate, Paul Fleming, Dora Fisher, Linda Goddard, Tamar Heller, John Heng, Thanos Karatzias, Mike Kerr, Nick Lennox, Tadhg MacIntyre, Beth Marks, Jane McCarthy,Judith Moyle,Karen Nankervis,Ruth Northway, Joseph O'Grady, Renee Proulx, Janet Robertson, Cathy Ross, Jasmina Sisirak, Eamonn Slevin, David S Stewart, William F. Sullivan, Beverley Temple, Hana Válková , Henny van Schrojenstein Lantman-de Valk. "I highly recommend this book to anyone working directly with people with an intellectual disability as well as professionals, academics and students who strive to promote issues and improve the lives of people with intellectual disabilities and their families." Agnes Lunny OBE, Chief Executive of Positive Futures, Northern Ireland "The editors and authors have done practitioners a great favour in bringing together in one volume a comprehensive account of how children and adults with intellectual disabilities can be supported to lead healthier lives." Roy McConkey, Professor of Developmental Disabilities, University of Ulster, Northern Ireland "This timely and important book synthesises current knowledge about health promotion interventions for people with intellectual disabilities. Written by leading researchers and practitioners, it should be on the bookshelves of everyone concerned with addressing the stark inequalities in health experienced by people with intellectual disabilities around the world." Eric Emerson, Professor of Disability Population Health, University of Sydney, Australia and Emeritus Professor of Disability and Health Research, Lancaster University, UK "This book is current and different from other textbooks I have used before. The book is pitched at a very easy to understand level and any healthcare professional or student working with people with intellectual and developmental disabilities can use it. The content is very up to date and relevant. The use of comprehensive authors with differing backgrounds demonstrates the textbook has a wide range of expertise and knowledge packed into it that makes the book very relevant learning disabilities practice. I will definitely be recommending this textbook to undergraduate nursing students in Learning Disabilities." Dorothy Kupara – Lecturer in Learning Disabilities Nursing, University of West London.

First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.