"Not as simple as right or wrong": A themed report on social care and support for disabled people in the UK

Project report


Brown, N., Martin, N. and Premkumar, P. (2024). "Not as simple as right or wrong": A themed report on social care and support for disabled people in the UK.
AuthorsBrown, N., Martin, N. and Premkumar, P.
TypeProject report
Abstract

For disabled people to have fair social care and support, we need to understand disabled people’s experiences of these services. In this project, we studied the lived experiences of disabled people in the UK when they used social care and support.
We wrote a report based on a catalogue of articles, books and reports that were published between 2010 and 2021. For this catalogue, we selected hundred and thirty-two articles, books and reports for our report.
We found three main themes which were “Experience of social care and support”, “Experience of access to social care” and “Experience of care relationships”.
The theme of “Experience of social care and support” describes how disabled people have different experiences of social care and support. Many disabled people want to be independent, enjoy meeting people for activities and manage their own finances.
The next theme was “Experience of access to social care” and this theme talks about how it is difficult for disabled people to get information, especially when their circumstances change. This information is also difficult to find because it can come from many sources, such as healthcare professionals, carers and the internet. This theme also found that disabled people like help when they make important decisions.
The theme of “Experience of care relationships” describes how disabled people find it even more difficult to have social care and support when they do not speak English as a first language. This theme also considers how many disabled people build meaningful relationships with personal assistants and other disabled people in support groups. These relationships help disabled people deal with what they feel when they are treated badly in everyday life.
Overall, social care and support is more than just meeting health needs, but helping disabled people to build meaningful lives.

Year2024
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Deposited01 Jul 2024
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Brown, N. and Collins, J. (2018). Using LEGO® To Understand Emotion Work In Doctoral Education. International Journal of Management and Applied Research. 5 (4), pp. 193-209. https://doi.org/10.18646/2056.54.18-014
Pituitary volume reduction in schizophrenia following cognitive behavioural therapy
Premkumar, P., Bream, D., Sapara, A., Fannon, D., Anilkumar, A. P., Kuipers, E. and Kumari.V. (2018). Pituitary volume reduction in schizophrenia following cognitive behavioural therapy. Schizophrenia Research. 192, p. 416–422. https://doi.org/10.1016/j.schres.2017.04.035
Schizotypal traits and their relation to rejection sensitivity in the general population: Their mediation by quality of life, agreeableness and neuroticism
Premkumar, P., Onwumere, J., Betts, L., Kibowski, F. and Kuipers, E. (2018). Schizotypal traits and their relation to rejection sensitivity in the general population: Their mediation by quality of life, agreeableness and neuroticism. Psychiatry Research. 267, pp. 201-209. https://doi.org/10.1016/j.psychres.2018.06.002
Guest editorial
Milton, DEM and Martin, N (2018). Guest editorial. Advances in Autism. 4 (4), pp. 153-154. https://doi.org/10.1108/AIA-10-2018-041
Supporting the inclusion of autistic children
Martin, N and Milton, D (2017). Supporting the inclusion of autistic children. in: Knowles, G (ed.) Supporting Inclusive Practice and ensuring opportunity is equal for all Routledge.
Beyond reasonable adjustment: autistic-friendly spaces and Universal Design
Milton, D, Martin, N and Melham, P (2016). Beyond reasonable adjustment: autistic-friendly spaces and Universal Design. in: Milton, D and Martin, N (ed.) Autism and Intellectual Disabilities in Adults Vol. 1 Hove Pavilion. pp. 81-85
Encouraging disabled leaders in higher education: recognising hidden talents
Martin, N (2017). Encouraging disabled leaders in higher education: recognising hidden talents. Leadership Foundation for Higher Education.
Preventing Plagiarism and Fostering Academic Integrity: A Practical Approach
Brown, N. and Janssen, R. (2017). Preventing Plagiarism and Fostering Academic Integrity: A Practical Approach. Journal of Perspectives in Applied Academic Practice. 5 (3). https://doi.org/10.14297/jpaap.v5i3.245
Developing portfolios to become meaningful, external-facing assessments
Brown, N. (2017). Developing portfolios to become meaningful, external-facing assessments. Proceedings of the 2017 SRHE Annual Conference. Newport, New South Wales 06 - 08 Dec 2017 SRHE.
Academic identity: active identity and body work in academia
Brown, N. (2017). Academic identity: active identity and body work in academia. SRHE Annual Conference 2017. Newport, South Wales 06 - 08 Dec 2017 SRHE.
Preparing internationally recruited students to become effective and reflective teacher-researchers at the UCL Institute of Education
Brown, N. and Fung, D. (2017). Preparing internationally recruited students to become effective and reflective teacher-researchers at the UCL Institute of Education. in: A Connected Curriculum for Higher Education
The development and evaluation of a mentor training program for those working with autistic adults
Milton, D, Sims, T, Dawkins, G, Martin, N and Mills, R (2017). The development and evaluation of a mentor training program for those working with autistic adults. Good Autism Practice. 18 (1), pp. 25-33.
The Cambridge Project: reflections on a university-based AS social group
Hastwell, J, Martin, N, Baron-Cohen, S and Harding, J (2017). The Cambridge Project: reflections on a university-based AS social group. Good Autism Practice. 18 (1), pp. 97-105.
Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study
Martin, N, Milton, D, Sims, T, Dawkins, G, Baron-Cohen, S and Mills, R (2017). Does 'mentoring’ offer effective support to autistic adults?: a mixed methods pilot study. Advances in Autism. 3 (4). https://doi.org/10.1108/AIA-06-2017-0013
Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions.
Wilson, L and Martin, N (2017). Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions. Journal of Inclusive Practice in Further and Higher Education.
Considering employment of young people with intellectual impairment and autism leaving school and college
Barnham, C and Martin, N (2017). Considering employment of young people with intellectual impairment and autism leaving school and college. Autism and Intellectual Disability in Adults. 2 (1), pp. 53-59.
Inclusive teaching and learning: what's next?
Draffan, E, James, A and Martin, N (2017). Inclusive teaching and learning: what's next? Journal of Inclusive Practice in Further and Higher Education. 9 (1), pp. 23-34.
The construction of academic identity under the influence of fibromyalgia
Brown, N. (2016). The construction of academic identity under the influence of fibromyalgia. Education Doctoral Research Conference. Birmingham 26 Nov 2016 University of Birmingham.
The 'I' in fibromyalgia - How does fibromyalgia shape academic identity?
Brown, N. (2016). The 'I' in fibromyalgia - How does fibromyalgia shape academic identity? SRHE Newer and Early Career Researchers Conference. Newport in South Wales, United Kingdom 07 2016 - 09 Dec 2023 SRHE.
ICT in the Primary Curriculum in the UK
Brown, N. (2016). ICT in the Primary Curriculum in the UK. 2016 International Conference for KSSEE's 30th Anniversary: Future Tasks and Prospects of Elementary Education in the Era of Artificial Intelligence and Information Society. Seoul, South Korea 22 - 22 Oct 2016 The Korean Society for the Study of Elementary Education.
REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning
Martin, N (2016). REAL (reliable, empathic, anticipatory and logical) services to assist students on the autism spectrum via universal design for learning. National Autism Society 2016 Professional Conference. Telford 01 - 02 Mar 2016 London South Bank University.
Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates
Chown, N, Beardon, L, Martin, N and Ellis, S (2016). Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 22-38.
Developing a user informed training package for mentoring people on the autism spectrum
Sims, T, Milton, D, Martin, N and Dawkins, J (2016). Developing a user informed training package for mentoring people on the autism spectrum. Journal of Inclusive Practice in Further and Higher Education. 7 (1), pp. 49-52.
Compassionate Balliol
Martin, N (2015). Compassionate Balliol. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 58-61.
Unusual Talent: a Study of Successful Leadership and Delegation in Entrepreneurs who have Dyslexia
Logan, J. and Martin, N. (2012). Unusual Talent: a Study of Successful Leadership and Delegation in Entrepreneurs who have Dyslexia. The Journal of Inclusive Practice in Further and Higher Education. 4 (1), pp. 57-67.
Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice
Martin, N (2012). Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview- based study towards developing a model of best practice. Good Autism Practice. 13 (1), pp. 56-63.
Neural changes following cognitive behaviour therapy for psychosis: A longitudinal study
Kumari, V., Fannon, D., Peters, E.R., Ffytche, D.H., Sumich, A.L., Premkumar, P., Anilkumar, A.P., Andrew, C., Phillips, M.L., Williams, S.C.R. and Kuipers, E. (2011). Neural changes following cognitive behaviour therapy for psychosis: A longitudinal study. Brain. 134 (8), p. 2396–2407. https://doi.org/10.1093/brain/awr154
What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words)
Beardon, L, Martin, N and Woolsey, I (2009). What do students with Asperger syndrome or highfunctioning autism want at college and university? (in their own words). Good Autism Practice. 10 (2), pp. 35-43.
Personal statements: helping transition to further education and employment
Martin, N (2008). Personal statements: helping transition to further education and employment. Good Autism Practice. 8 (2), pp. 17-20.