An easy read version of SCIE's At a glance resource providing information for lesbian, gay, bisexual, trans, queer, questioning, intersex (LGBTQI+) disabled people who use self-directed support and who employ personal assistants (PAs) or support workers. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research and carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
(Edited publisher abstract)
An easy read version of SCIE's At a glance resource providing information for lesbian, gay, bisexual, trans, queer, questioning, intersex (LGBTQI+) disabled people who use self-directed support and who employ personal assistants (PAs) or support workers. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research and carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
(Edited publisher abstract)
Subject terms:
disabilities, LGBT people, personal assistants, rights, support workers, learning disabilities;
At a glance briefing providing information for personal assistants (PAs), support workers, social workers and other social care staff working with lesbian, gay, bisexual, trans, queer, questioning, or intersex (LGBTQI+) disabled people. It outlines what LGBTQI+ means, the rights of LGBTQI+ people and provides key points to consider when working with LGBTQI+ disabled people. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research, carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
At a glance briefing providing information for personal assistants (PAs), support workers, social workers and other social care staff working with lesbian, gay, bisexual, trans, queer, questioning, or intersex (LGBTQI+) disabled people. It outlines what LGBTQI+ means, the rights of LGBTQI+ people and provides key points to consider when working with LGBTQI+ disabled people. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research, carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
Subject terms:
LGBT people, disabilities, personal assistants, support workers, rights, self-directed support, choice;
This film features LGBTQI+ disabled people who use self-directed support talking about their experiences of recruiting and working with personal assistants. Key messages from the film include: the importance of feeling safe and happy with anyone coming into your home to support you; that it is an individual's choice if, and how, they decide to come out or discuss their gender identity with their personal assistants; try to find people and organisations that can help you with recruiting and managing your personal assistants; and that being in charge of your own social care can be challenging but also life changing. The film is part of a National Institute for Health Research (NIHR) School for Social Care Research funded research project carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
(Edited publisher abstract)
This film features LGBTQI+ disabled people who use self-directed support talking about their experiences of recruiting and working with personal assistants. Key messages from the film include: the importance of feeling safe and happy with anyone coming into your home to support you; that it is an individual's choice if, and how, they decide to come out or discuss their gender identity with their personal assistants; try to find people and organisations that can help you with recruiting and managing your personal assistants; and that being in charge of your own social care can be challenging but also life changing. The film is part of a National Institute for Health Research (NIHR) School for Social Care Research funded research project carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
(Edited publisher abstract)
Subject terms:
LGBT people, disabilities, self-directed support, personal assistants, support workers, rights, choice;
This briefing provides information for lesbian, gay, bisexual, trans, queer, questioning, intersex (LGBTQI+) disabled people who are or wish to be in charge of their social care support and who employ personal assistants (PAs) or support workers. It explains what self-directed support is and how it can help people to have more choice and control over the social care support they receive and connect with friends and family. It outlines the rights of (LGBTQI+) disabled people and their right to choose whether they disclose their gender identity and/or sexual orientation to personal assistants (PAs) or support workers. It also provides tips for recruiting personal assistants. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research and carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
(Edited publisher abstract)
This briefing provides information for lesbian, gay, bisexual, trans, queer, questioning, intersex (LGBTQI+) disabled people who are or wish to be in charge of their social care support and who employ personal assistants (PAs) or support workers. It explains what self-directed support is and how it can help people to have more choice and control over the social care support they receive and connect with friends and family. It outlines the rights of (LGBTQI+) disabled people and their right to choose whether they disclose their gender identity and/or sexual orientation to personal assistants (PAs) or support workers. It also provides tips for recruiting personal assistants. It is based on research funded by the National Institute for Health Research (NIHR) School for Social Care Research and carried out by a partnership of the University of Bristol, Regard, the Social Care Institute for Excellence (SCIE) and Stonewall.
(Edited publisher abstract)
Subject terms:
LGBT people, disabilities, self-directed support, personal assistants, support workers, rights, choice;
Outlines the government's plans to make the transport system more inclusive for disabled people. It sets out the Government's ambition for disabled people to have the same access to transport as everyone else, and to be able to travel confidently, easily and without extra cost. It explains why the Government has moved to an Inclusive Transport Strategy, which includes measures to support people with both visible and less visible impairments. The strategies five themes cover: awareness and enforcement of passenger rights, staff training, improving information, improving physical infrastructure, and ensuring inclusive design for the technologies and business models of the future. The document also explains how the Government will raise awareness of the rights of disabled travellers and ensure better enforcement of existing legislation and how it will hold itself to account for the delivery of the Strategy.
(Edited publisher abstract)
Outlines the government's plans to make the transport system more inclusive for disabled people. It sets out the Government's ambition for disabled people to have the same access to transport as everyone else, and to be able to travel confidently, easily and without extra cost. It explains why the Government has moved to an Inclusive Transport Strategy, which includes measures to support people with both visible and less visible impairments. The strategies five themes cover: awareness and enforcement of passenger rights, staff training, improving information, improving physical infrastructure, and ensuring inclusive design for the technologies and business models of the future. The document also explains how the Government will raise awareness of the rights of disabled travellers and ensure better enforcement of existing legislation and how it will hold itself to account for the delivery of the Strategy.
(Edited publisher abstract)
Subject terms:
disabilities, transport, government policy, access to services, rights, mobility impairment, sensory impairments, social inclusion;
This report illustrates some of the potentially negative consequences for the voluntary social care sector once Britain leaves the EU and suggests practical solutions the Government should take to avoid further instability in the sector. The report highlights a potential loss of EU care workers, a loss of EU funding for voluntary sector organisations providing services and care, a weakened economy which could lead to reductions in funding for social care, and potential risk to the rights of disabled people which are currently safeguarded by the European Court of Justice. The report also suggests practical solutions to avoid further instability in the sector. These include for a future immigration system to take into account a range of skills and employer needs and for government to take steps to implement a sustainable funding solution.
(Edited publisher abstract)
This report illustrates some of the potentially negative consequences for the voluntary social care sector once Britain leaves the EU and suggests practical solutions the Government should take to avoid further instability in the sector. The report highlights a potential loss of EU care workers, a loss of EU funding for voluntary sector organisations providing services and care, a weakened economy which could lead to reductions in funding for social care, and potential risk to the rights of disabled people which are currently safeguarded by the European Court of Justice. The report also suggests practical solutions to avoid further instability in the sector. These include for a future immigration system to take into account a range of skills and employer needs and for government to take steps to implement a sustainable funding solution.
(Edited publisher abstract)
Subject terms:
social care, voluntary sector, European Union, recruitment, financing, rights, adult social care, disabilities, social care provision;
With this paper, the European Social Network (ESN) submits its response to the consultation launched by the European Commission on its proposal for a European Pillar of Social Rights in March 2016. The paper describes the key social priorities that the Pillar should address and addresses the recent trends that have been leading to the transformation of social welfare systems. It continues with an assessment of the challenges described under chapter III of the European Commission’s proposal on adequate and sustainable social protection. Finally, it provides suggestions for successful monitoring and implementation, and lastly specific suggestions are made as to how the principles put forward by the Commission could be revised or strengthened. The paper argues that a proposal for a social rights pillar should not focus solely on employment rights. While employment rights are important, a document on social rights should emphasise that social rights apply to people of all ages and to everyone, regardless of whether they are in employment or not. Proposals for revised principles of the pillar cover: skills, education and life-long learning; flexible and secure labour contracts; active support for employment; integrated social benefits and services; disability benefits; long-term care; childcare; and housing.
(Edited publisher abstract)
With this paper, the European Social Network (ESN) submits its response to the consultation launched by the European Commission on its proposal for a European Pillar of Social Rights in March 2016. The paper describes the key social priorities that the Pillar should address and addresses the recent trends that have been leading to the transformation of social welfare systems. It continues with an assessment of the challenges described under chapter III of the European Commission’s proposal on adequate and sustainable social protection. Finally, it provides suggestions for successful monitoring and implementation, and lastly specific suggestions are made as to how the principles put forward by the Commission could be revised or strengthened. The paper argues that a proposal for a social rights pillar should not focus solely on employment rights. While employment rights are important, a document on social rights should emphasise that social rights apply to people of all ages and to everyone, regardless of whether they are in employment or not. Proposals for revised principles of the pillar cover: skills, education and life-long learning; flexible and secure labour contracts; active support for employment; integrated social benefits and services; disability benefits; long-term care; childcare; and housing.
(Edited publisher abstract)
Subject terms:
European Union, rights, childrens rights, employment, disabilities, long term care, education, housing, child care;
Reports on a research project to develop a quality and rights based framework for professionals developing Education, Health and Care Plans (EHCPs) for disabled children and young people. Based on research evidence and designed by disabled young people, the framework is designed to ensure that EHCPs achieve the best possible outcomes, where choice and control are central. It draws on the results of interviews and discussion groups with disabled young people, parents/carers and multi-agency professionals on what they think EHCPs could and should be to support disabled children and young people to achieve the best possible life. The final framework for professionals, which is published separately, provides practical, rights based information to ensure that independent living, and full involvement and preparation for independence, form an integral part of all EHCPs for disabled young people. The project, funded by DRILL (Disability Research on Independent Living and Learning) programme, was co-produced by disabled young people with Coventry University researchers.
(Edited publisher abstract)
Reports on a research project to develop a quality and rights based framework for professionals developing Education, Health and Care Plans (EHCPs) for disabled children and young people. Based on research evidence and designed by disabled young people, the framework is designed to ensure that EHCPs achieve the best possible outcomes, where choice and control are central. It draws on the results of interviews and discussion groups with disabled young people, parents/carers and multi-agency professionals on what they think EHCPs could and should be to support disabled children and young people to achieve the best possible life. The final framework for professionals, which is published separately, provides practical, rights based information to ensure that independent living, and full involvement and preparation for independence, form an integral part of all EHCPs for disabled young people. The project, funded by DRILL (Disability Research on Independent Living and Learning) programme, was co-produced by disabled young people with Coventry University researchers.
(Edited publisher abstract)
Subject terms:
disabilities, children, young people, rights, care plans, education, health care, social care provision, user participation, independence, independent living;
A quality framework for professionals to help ensure that Education, Health and Care Plans (EHCPs) achieve the best outcomes for disabled children and young people, where choice and control are central. It provides practical, rights based information to ensure that independent living and full involvement and preparation for independence are part of all EHCPs for disabled children and young people. The framework seeks to define what choice, control and independent living really mean for disabled young people. It is based a research project in which disabled young people, parents/carers and multi-agency professionals gave their views on how EHCPs should be to support disabled children and young people to achieve the best possible life. The project, funded by DRILL (Disability Research on Independent Living and Learning) programme, was co-produced by disabled young people with Coventry University researchers.
(Edited publisher abstract)
A quality framework for professionals to help ensure that Education, Health and Care Plans (EHCPs) achieve the best outcomes for disabled children and young people, where choice and control are central. It provides practical, rights based information to ensure that independent living and full involvement and preparation for independence are part of all EHCPs for disabled children and young people. The framework seeks to define what choice, control and independent living really mean for disabled young people. It is based a research project in which disabled young people, parents/carers and multi-agency professionals gave their views on how EHCPs should be to support disabled children and young people to achieve the best possible life. The project, funded by DRILL (Disability Research on Independent Living and Learning) programme, was co-produced by disabled young people with Coventry University researchers.
(Edited publisher abstract)
Subject terms:
children, young people, care plans, person-centred care, disabilities, education, health care, independence, rights, social care provision, independent living;
UNIVERSITY OF BRISTOL. Norah Fry Centre for Disability Studies
Publisher:
University of Bristol. Norah Fry Centre for Disability Studies
Publication year:
2018
Pagination:
52
Place of publication:
London
... with dementia; interactions with people with learning disabilities; Open Orchestras sessions in schools with young people with profound and complex disabilities; people with learning disabilities on TV; disabled students and staff in universities; reasonable adjustments in hospitals; successful practices for supporting parents with learning difficulties; user-driven commissioning and co-production.
(Edited publisher abstract)
Final report of a multi-centre programme of research which looked at the barriers and exclusion disabled people in the UK face in different areas of their lives. It highlights how social practices - the everyday things people do in their daily lives - can exclude disabled people and how they can be changed. The research was fuelled by concerns that policy and law do not always translate into practice and demonstrates that disabling barriers have not been fully overcome by the Equality Act 2010. It also explores disabled people’s own solutions to these challenges and the conditions under which co-production can have an effect on practice. Each section of the report focuses on a different strand of the project, which covered a variety of different contexts including: interactions with people with dementia; interactions with people with learning disabilities; Open Orchestras sessions in schools with young people with profound and complex disabilities; people with learning disabilities on TV; disabled students and staff in universities; reasonable adjustments in hospitals; successful practices for supporting parents with learning difficulties; user-driven commissioning and co-production. The research found that many institutions still saw a disabled person as a ‘problem’ to be solved and that ‘co-production’ could become meaningless, a box-ticking exercise. Common themes to successful change included flexibility around the individual person, informality in setting and interaction, professionals who demonstrated humanity and communicated on a basis of equality, and support for the autonomy of all disabled people. The research 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 and was co-produced with disabled people and their organisations.
(Edited publisher abstract)
Subject terms:
disabilities, social exclusion, co-production, employment, equal opportunities, human rights, communication, higher education, dementia, learning disabilities, access to services, social inclusion, rights, policy;