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This book makes a significant contribution to debates about how people with learning difficulties may achieve social inclusion, and the part which lifelong learning may play in this. Its exploration of the links between community care, education, training, employment, housing and benefits policies in the context of lifelong learning is unique.
List of contents
Competing perspectives on lifelong learning and their-implications for people with learning difficulties; Policy discourses and lifelong learning; Social justice and post-school education and training for people with learn-ing difficulties; Lifelong learning for people with learning difficulties; Access to the open labour market by people with learning difficulties; Participation in supported employment; Community care, employment and benefits; Social capital, lifelong learning and people with learning difficulties; Regulated lives; Conclusion: implications of different versions of the learning society for - people with learning difficulties; References; Appendix 1: Researching the lives of people with learning difficulties - le-ssons from the research process; Appendix 2: The statutory framework
About the author
Sheila Riddell is Professor of Social Policy (Disability Studies) and Director of the Strathclyde Centre for Disability Research at the University of Glasgow, Scotland. Stephen Baron is Senior Lecturer in the Faculty of Education, University of Glasgow. Alastair Wilson is Research Fellow in the Strathclyde Centre for Disability Research, University of Glasgow.
Summary
This book makes a significant contribution to debates about how people with learning difficulties may achieve social inclusion, and the part which lifelong learning may play in this. Its exploration of the links between community care, education, training, employment, housing and benefits policies in the context of lifelong learning is unique.
