Day care services for persons with dementia are becoming an important aspect of community services. Place, therefore, becomes vital concerning how such establishments are organized regarding both the physical and social environment and the programs that are offered. The aim of this study was to describe the influence of place on everyday life in two different organized daycare services for persons with dementia. Based on observations and informal conversations with persons with dementia and staff members at a green care farm and a regular day care, we used an inductive manifest content analysis. The analysis reveals a main category: enabling and collaboration in daily life. The results are discussed in light of Goffman's analysis of the structures of social encounters from the perspective of the dramatic performance. The main findings in this study involve how place contributes to enabling activities and collaboration between participants and staff, as it influences participants' ability to achieve an active or passive role in everyday life at the day care services.

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Relatives often become involved in the care of people with dementia who are living at home. The caregivers' burdens are extensively described in several studies, and one of the most common, unmet needs of the caregivers is the opportunity for daytime activities. The aim in this qualitative study is therefore to explore the everyday lives of eight relatives of people with dementia who are receiving day care services. A content analysis is used, and three major themes emerge and are discussed: 1) when life becomes chaotic; 2) rebuilding a new, everyday life; and 3) the agonies of choice. The findings indicate that day care service offers respite care, and, at the same time, it gives both the relatives and those with dementia a meaningful day. These findings can also be described as relatives traveling a route from a situation characterized by chaos and suffering to a new life situation that has meaning through day care services. It is important to note that despite this new meaning in the relatives' lives, the relatives continue to struggle with decisions about the futures of their loves ones in regard to the dilemma of placing them in an institution versus aging in place.

Can a person with a severe learning disability participate in true dialogue? The person might not be able to verbalize his or her thoughts and wishes in a language shared with others. This article examines the concept of dialogue at a time when anthropocentrism is being questioned. We want to push the theory of dialogue one step further by directly addressing the challenges presented by the case of persons with disabilities as dialogue participants. Overcoming these challenges may help the dialogical approach to take root in the mainstream of educational thought.Individuals with learning disability all have very different possibilities and challenges, but are often talked about as a homogenous group, described by their diagnoses. Impairment and disability is often described using different models; the medical model, the social model and the relational model. In the current discourse, disability rights and identity politics are hotly debated, and the disability movement is central to advocating for the rights of people with disabilities. Controversies

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