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Social Role Valorization and, or Versus, "Empowerment"

This philosophical article comments on the differences between the ideologies of empowerment and Social Role Valorization (SRV). In contrast to empowerment, SRV is not prescriptive, instead, offering a plan of action for what one would do if they wanted the devalued to occupy socially valued roles.

Discerning Actual Levels of Substantive Empowerment

This short article distinguishes between various levels of empowerment, which depends on the amount of substantive decisions a person makes about their service. The level of empowerment ranges from no substantive input, to consultation, to decisive input on all key decisions.

An "If This, Then That" Formulation of Decisions related to Social Role Valorization As a Better Way of Interpreting It to People

This article presents the main ideas of Social Role Valorization (SRV) as a series of propositions with consequences (e. g. if one wants to avoid devalued people being seen and treated as menaces, then one must avoid attaching menacing imagery to them or congregating them in a frightening way).

There's small choice in rotten apples

This Report, commissioned by the advocacy group Queensland Parents for People with a Disability (QPPD), examines the issue of educational choice for parents of children with disability.

Transition to Adulthood for Students with Severe Intellectual Disabilties: Shifting Toward Person-Family Interdependent Planning

This article discusses the most appropriate way to foster self-determination for young adults with intellectual disability during the stressful period of transition between high school and adulthood.

Supporting Friendships: One Parent's Reflections

A mother of a child with Autism, shares the moving story of the friendships formed through his participation on the Science Olympics team.

Lessons Learned About Promoting Friendships

This article discusses methods to facilitate real friendships between people with and without disability, with emphasis on school-aged students. It is suggested that the focus should be shifted from 'activities' to 'relationships', while being aware that building friendship takes time and effort.

The Tie That Binds

Aishling writes about her unique friendship with Sue, a 25 year-old woman with autism. Their friendship formed in a high school English class and has been life-long, with Aishling playing the role of support worker and friend.

The Glass-Eyed Bead Game

This humorous article discusses the policy implementation process as a series of 'games' between players with diverse interests. Each player will seek to avoid scrutiny of their actions, and responsibility and blame for any wrong decisions.

Building Inclusive Capacity at School: A Practical Conversation with Educators

This article extracts a conversation with the Deputy Principal and senior teacher of a Perth primary school which has implemented a unique model of inclusive education. The key elements of the program's success are partnership and collaboration with parents, a positive school leadership, and positive classroom attitudes.

Ordinary Lives