Jenny Corbett

A Proud Label: Exploring the Relationship between Disability Politics and Gay Pride

ABSTRACT This paper draws parallels between disability politics and the gay pride movement, in order to illustrate how different minority groups share experiences in common whilst retaining distinct qualities. Through exploring this relationship, issues such as normalisation, passing and challenging prejudice will be presented in a wider context. The social model of disability will be applied to experiences within the gay and lesbian community and the experience of dual oppressions will be addressed. The paper concludes with a focus upon the concept of the personal as political and the force of collective power.

A Struggle for Choice: Students with Special Needs in Transition to Adulthood.

1. Setting the Scene 2. Aduthood 3. Curriculum Issues 4. Vocationalism: Experiences and Opportunities 5. Differences in the Community 6. Equal Opportunities 7. Co-ordinators in a Process of Change Conclusion.

From Vocationalism to Enterprise: social and life skills become personal and transferable

Abstract In this paper we address Cohens (1985) argument in “Against the New Vocationalism” by broadening the debate into an examination of how generic skills have gained a wider application with the emergence of new technology and structural enonomic change. In order to demonstrate the extent of this development, we include examples from training programmes in social and life skills for young people with learning difficulties and examine the Enterprise in Higher Education Initiative (EHEI), which, among other things, aims to give students personal and transferable skills. In this process, we extend Cohens analysis to illustrate the diverse ways in which a behaviouristic model of skill transfer has been adopted.

Careful Teaching: researching a special career

Abstract In this paper I examine one specific stage of my career development, the period from 1977 to 1982, when I was teaching in a special care unit for young people with profound learning difficulties. Reflecting on what I learnt in this context, I discuss what constitutes ‘significant’ teaching and learning. In describing my own experience in a caring role, I evaluate what I gained from this as a teacher and researcher in higher education. As a female carer playing a role predominantly taken by women, I examine my own feelings in moving from a low‐status into a high‐status area of education.

Individual Rights in Further Education: lost, stolen or strayed?

In this paper we argue that the language of entitlement and empowerment is not always matched by correspondingly equitable actions but can sometimes be used to subvert equality of opportunity. We apply this argument to recent developments in the area of further education and the provision for students with disabilities and learning difficulties. Our concern is essentially with the rights of individuals rather than with institutional policy and practice.

A Shared Presentation: Two Disabled Women on Video

Summary In this paper we share our collaborative experience of making a video in which disabled women present their lives as they wish to portray them. We undertook what we hope will be perceived as emancipatory research, in which disabled and non-disabled women work together to create audio-visual teaching materials. We include a preliminary discussion about the representation of disability on British television broadcasts between October 1991 and March 1992. We look at negative imagery, charity fund raising, and positive images. The paper uses comments by disabled broadcasters and disabled academics, and reflects on their work.

Special needs in further education: the challenge of inclusive provision

ABSTRACT Educational provision and practice is being radically changed in England and Wales and the introduction of the 1988 Education Reform Act is having a significant impact on all aspects of school and post‐school provision. This paper considers some of the developments relating to further education including the issue of inclusive education and the position of special needs coordinators during a time of extensive change.

The Changing Context of Further Educational Provision: fears and expectations of special needs co‐ordinators

ABSTRACT In this paper we examine how the changing context of further educational provision is influencing the practice of one group of lecturers. These are the ‘special needs’, or ‘learning support’, co‐ordinators, whose responsibilities include supporting students with disabilities or learning difficulties as well as developing skills in staff management and negotiating for resources.