Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601105
Title: Including people with learning difficulties from Chinese backgrounds : an ethnography of three services
Author: Partridge, Martin James
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
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Abstract:
This research aims to investigate the culture of two culturally specific and one integrated service used by people with learning difficulties from Chinese backgrounds. The study was undertaken to address the lack of research currently available on the service and inclusion experiences of people with learning difficulties from Chinese backgrounds in England, to explore the importance of taking specific cultural contexts into account in policy development and service practices and to consider the importance of culturally specific services for this group of people. This study uses a qualitative ethnographic methodology which involves participant observations, semi-structured interviews and ethnographic analysis to explore the ways in which Chinese-specific services and integrated organisations include adults with learning difficulties from Chinese backgrounds. Key informants provided specific cultural knowledge that added to the researcher's observations and the understanding of participants' experiences of the service they used. Participants were both men and women aged eighteen and over who were from Chinese backgrounds. In some cases an interpreter was used. The findings reveal that the experience of people with learning difficulties from Chinese backgrounds in accessing services was different for those in culturally specific and integrated services. In particular within the culturally specific services family members were seen to be of primary importance for the person with learning difficulties accessing and using the services. However, across all the services in this study, people with learning difficulties from Chinese backgrounds experienced life as fringe-dwellers, as people who had a physical presence with limited social inclusion. The findings from the study reveal the importance of services sharing knowledge and resources in order to provide a more inclusive place for people with learning difficulties from Chinese backgrounds.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.601105  DOI: Not available
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