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Publication - Ms Nadine Tilbury

    Getting Things Changed

    Final Report

    Citation

    Williams, V, Webb, J, Dowling, S, Read, S, Miles, C, Heslop, P, Gall, M, Tarleton, B, Merchant, W, Mason-Angelow, V, Steel, M, Turney, D & Tilbury, N, 2018, ‘Getting Things Changed: Final Report’. University of Bristol

    Abstract

    ‘Getting Things Changed’ was a large multi-centre
    programme of UK based research in Disability Studies,
    funded by the Economic and Social Research Council
    between 2015-2018. It was led by a team at the
    University of Bristol, with Disability Rights UK, the
    National Development Team for Inclusion and partners
    in three other universities.
    • The research was fuelled by concerns that policy
    and law do not always translate into practice. The
    research demonstrated in specific detail that disabling
    barriers have not been fully overcome by the Equality
    Act 2010, for instance in public institutions such as
    hospitals or universities. It was found that policy and
    practice guidance such as that provided for the Mental
    Capacity Act 2005 becomes re-shaped by everyday
    life.
    • The scope of the research was wide, covering different
    contexts including interactions with a personal
    assistant, groups for people with dementia, music
    education in special schools, TV and media, hospital
    care, parenting support for parents with ‘learning
    difficulties’ and co-commissioning carried out by
    disabled people’s organisations. We wished to avoid
    the trap of ‘othering’ practitioners in any of these
    settings, and so we also conducted research within
    the university, to put our own practices in the spotlight.
    • The methodology used was diverse, and largely
    qualitative, collecting data including auto-ethnography
    and videos of naturally occurring interactions to
    written surveys and interviews. 203 practitioners
    and 245 disabled people took part in the research,
    with impairments ranging from physical, sensory,
    mental health issues, autism, learning disabilities and
    dementia, and many multiple or complex impairments.
    In this report, we have used the term ‘parents with
    learning difficulties’ because these were people who
    did not have a formal diagnosis. Elsewhere, we have
    used the term ‘learning disabilities’. The term ‘disabled
    people’ is meant to encompass anyone who faces
    social barriers because of an impairment.
    • The research was co-produced with disabled people
    and their organisations, especially with Disability
    Rights UK. Their viewpoints and input were central
    both to the research design and to our findings. Half
    of the core project team identified as disabled people,
    and drew on their lived experience in the research.
    Additionally, 18 disabled people took part in three coresearch
    groups across the project, and others were
    involved in advisory groups or direct action within the
    work led by Disability Rights UK.

    Full details in the University publications repository