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The "Etcheton" model: how working in partnership with learning disabled people can effect environment and the development of advocacy skills

Etchells, J and Kniveton, K 2000, The "Etcheton" model: how working in partnership with learning disabled people can effect environment and the development of advocacy skills , Project Report, University of Salford. (Unpublished)

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      Abstract

      The project team have a background in social work within learning disabilities practice and it has become evident to them, from that experience, that there is little existence of learning resource material which supports the development of empowering practice in a practical and easy to understand format. The project team have been working for some time on developing a teaching resource which was intended to help students to consider how empowerment, partnership and advocacy are integral processes. The teaching resource takes the form of a flow chart and is referred to as the ‘Etcheton’ model. The model illustrates various stages to show how powerless or powerful a person with learning disabilities might be and how the actions of others working in partnership with them might be helping or hindering the process. The project team are now sharing their model with students, practitioners and people with learning disabilities, in order to evaluate it as a teaching resource and to develop it into an assessment tool.

      Item Type: Monograph (Project Report)
      Themes: Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
      Subjects outside of the University Themes
      Schools: Colleges and Schools > College of Health & Social Care
      Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Social Justice Research
      Publisher: University of Salford
      Funders: Teaching and Learning Quality Improvement Scheme
      Depositing User: Institutional Repository
      Date Deposited: 16 Jun 2009 16:13
      Last Modified: 20 Aug 2013 16:58
      URI: http://usir.salford.ac.uk/id/eprint/2091

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