’Rights for Disabled Children’ (RDC) was established as an outcome of the thematic day held by the Committee on the Rights of the Child in 1997 on the rights of disabled children. It is a working group which aims to highlight the abuses and neglect of rights experienced by all disabled children - including those with mental health difficulties. It also compiles and disseminates good practice in challenging those abuses. This report was prepared by Gerison Lansdown on behalf of RDC for the UN General Assembly Special Session on Children. RDC highlights the abuses and neglect of rights experienced by all disabled children, and disseminates good practice in challenging those abuses. The report is available in standard print, Ascii, and audio tape from DAA.
’Rights for Disabled Children’ (RDC) was established as an outcome of the thematic day held by the Committee on the Rights of the Child in 1997 on the rights of disabled children. It is a working group which aims to highlight the abuses and neglect of rights experienced by all disabled children - including those with mental health difficulties. It also compiles and disseminates good practice in challenging those abuses. This report was prepared by Gerison Lansdown on behalf of RDC for the UN General Assembly Special Session on Children. RDC highlights the abuses and neglect of rights experienced by all disabled children, and disseminates good practice in challenging those abuses. The report is available in standard print, Ascii, and audio tape from DAA.
Subject terms:
mental health problems, rights, abuse, children, disabilities;
An interactive and accessible workbook, designed to involve people with learning difficulties, including those who don’t use words. It uses pictures and audio-tape to tell people about their rights to have choice and control and gives people ideas about how they can change things.
An interactive and accessible workbook, designed to involve people with learning difficulties, including those who don’t use words. It uses pictures and audio-tape to tell people about their rights to have choice and control and gives people ideas about how they can change things.
Subject terms:
learning disabilities, rights, communication skills, choice, disabilities;
This report describes how parents have been told about their child’s disabling condition, often referred to as disclosure. The study uses focus groups, in-depth interviews, semi-structured questionnaires, participant observation and the use of tape-recorded interviews, with several families in Derry and Co Derry, Northern Ireland. They talk about their experience of how they were told about their child’s diagnosis. It is a quantitative study that is acknowledged to be leaning on the family view, rather than on objective, distended interpretation of these situations. The importance of the way in which news is broken is highlighted.
This report describes how parents have been told about their child’s disabling condition, often referred to as disclosure. The study uses focus groups, in-depth interviews, semi-structured questionnaires, participant observation and the use of tape-recorded interviews, with several families in Derry and Co Derry, Northern Ireland. They talk about their experience of how they were told about their child’s diagnosis. It is a quantitative study that is acknowledged to be leaning on the family view, rather than on objective, distended interpretation of these situations. The importance of the way in which news is broken is highlighted.
A study workbook for staff new to working with people with learning disabilities, covering: confidentiality; about learning disability; lessons from history; challenging behaviour. The workbook covers key information needed for the Induction – Learning Disability unit of the Certificates in Working with People who have Learning Disabilities at Level.
A study workbook for staff new to working with people with learning disabilities, covering: confidentiality; about learning disability; lessons from history; challenging behaviour. The workbook covers key information needed for the Induction – Learning Disability unit of the Certificates in Working with People who have Learning Disabilities at Level.
This is a video that helps with the bogus callers issue. Telesafe 2 is video resource pack on safety produced by The Telesafe Association and Values Into Action. This gave people the opportunity to talk about ID cards, door chains and keeping safe when somebody you don't know knocks at your door. The video also covered harassment on the street and on buses.
This is a video that helps with the bogus callers issue. Telesafe 2 is video resource pack on safety produced by The Telesafe Association and Values Into Action. This gave people the opportunity to talk about ID cards, door chains and keeping safe when somebody you don't know knocks at your door. The video also covered harassment on the street and on buses.
There are almost 350,000 children with one or more disabilities in the United Kingdom. Services to families with disabled children are increasingly delivered through a multi-agency model. It is no longer unusual that professionals from various disciplines work together to deliver the best possible response to disabled children’s needs. This model recognises the position of families and parents
There are almost 350,000 children with one or more disabilities in the United Kingdom. Services to families with disabled children are increasingly delivered through a multi-agency model. It is no longer unusual that professionals from various disciplines work together to deliver the best possible response to disabled children’s needs. This model recognises the position of families and parents as being the most crucial resource for care of children. However, despite this, research shows that many services still fail both to empower parents in their role, and help them access the services to which they are entitled. The key worker model is based on the proposition that when agencies and professions work together, they will provide a better and more coherent service for those who depend on them. Accompanying these ideas is the notion of needs-centred, rather than service-centred assessment and service provision. If a service is needs-centred, an assessment is carried out separately from the decision on which services will be provided. The advantage of this approach is to ensure that the child and the family needs are taken into consideration first and to enable service providers to evaluate what services are actually wanted by families themselves. Having a key worker to co-ordinate services has been shown to improve the family's quality of life and to empower parents in their role as carers of their disabled child. In spite of this, the provision of service is scarce and only one family in three with a disabled child is believed to have a key worker.
Subject terms:
joint working, keyworkers, quality of life, carers, children, disabilities, empowerment;