ABSTRACT
In this chapter, data from The History Study as well as case studies in the literature are used to examine whether and how practitioners working with adults with learning disabilities prior to 2000 were able to develop their practice in the relative absence of long-term government support and funding. In particular, the analytical lens of ‘Communities of Practice’ is used to explore the connections between the child- and adult-focused communities of practice and how boundary objects and brokering act as sources for these connections.
