Towards a dialogue for practice: reconciling social role valorization and the social model of disability

This article offers a comparative evaluation of two approaches to the organisation of learning disability services and individualised support for people with learning difficulties - Social Role Valorization (SRV) and the Social Model of Disability. Brief descriptive accounts of each approach are given, together with reference to critiques of SRV from UK academics, including those writing from a Social Model perspective. The applicability of the Social Model to people with learning difficulties, and critiques of their marginalization by it, are also discussed. The paper goes on to argue that whilst the analysis of devaluation is similar between the two approaches, academic debates have focussed more on ideological differences, thus losing the opportunity for a sharing of their respective contributions to addressing oppression. The possibility of a 'dialogue for practice' is raised. © 2005 Taylor & Francis Group Ltd

Self-advocacy in historical perspective

This paper looks at the history of self advocacy in England. • Self advocacy has helped many people with learning difficulties to speak up and gain more confidence. • But now it is associated with Government policy. After Valuing People, people expect self advocacy organizations to speak up for everyone with learning difficulties. • This might mean there is less time and space to help new people learn about speaking up as individuals. • It is important to find ways to support self advocacy groups, especially those run by people themselves, to avoid this happening