Full and equal equality

Redley, Marcus (2018) Full and equal equality. Tizard Learning Disability Review, 23 (2). pp. 72-77. ISSN 1359-5474

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Abstract

Purpose: This commentary takes the article, “Participation of adults with learning disabilities in the 2015 United Kingdom General Election”, as a jumping-off point for considering a tension between the aim of full and equal equality for all people with disabilities as set out in the Convention on the Rights of Persons with Disabilities and more traditional beliefs, that on occasion, it is necessary to deny legal autonomy of men and women with intellectual disabilities in order to protect them. The paper aims to discuss these issues. Design/methodology/approach: This issue is explored by reviewing the multiple and often conflicting ways in which disability and intellectual disability are conceptualised. Findings: Given the multiple and contradictory ways in which both disability and intellectual disability are understood, any discussion of the rights of persons with disabilities is going to be highly problematic. Originality/value: Equal recognition before the law and the presumption that all persons with intellectual disabilities can – with support – make autonomous decisions could be treated as an empirical question.

Item Type: Article
Faculty \ School: Faculty of Medicine and Health Sciences > School of Health Sciences
Depositing User: Pure Connector
Date Deposited: 09 Apr 2018 11:30
Last Modified: 13 Aug 2020 23:49
URI: https://ueaeprints.uea.ac.uk/id/eprint/66695
DOI: 10.1108/TLDR-11-2017-0044

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