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LDIF provides opportunities for people with learning disabilities
With funding from the Welsh Government's Integrated Care Fund Pembrokeshire Association of Voluntary Services (PAVS) co-produced the Learning Disabilities Innovation Fund (LDIF) with support from the Dream Team and Pembrokeshire People First (PPF). The Learning Disabilities Innovation Fund (LDIF) was established in 2021, providing an opportunity for people with learning disabilities to come up with ideas for new activities and services and access funding to test them out in practice. LDIF offered an opportunity for third sector organisations and statutory bodies to apply for funding to run a truly co-produced project with and for people with learning disabilities across Pembrokeshire, Carmarthenshire and Ceredigion. The key priorities for the Fund were: all projects must be co-devised, produced and delivered by people with learning disabilities; all projects need to be innovative; all projects need to specifically take forward the aims of the LD Charter. (Edited publisher abstract)
Case studies about improving support for people with a learning disability and autistic people
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Place of publication:
- London
This resource brings together case studies relating to people with a learning disability and autistic people. The case studies come from the Care and Health Improvement Programme's new Supporting adults with a learning disability to have better lives outcomes and improvement framework. (Edited publisher abstract)
Employers guide to employing people with a learning disability: a celebration of what works
- Author:
- FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2019
- Pagination:
- 20
- Place of publication:
- London
This guide explores the practical implications of adopting a more inclusive approach to recruiting people with a learning disability. It presents information about Supported Employment and Job Coaching, including: tips on how and where to get this type of support, how to get funding for it, and how to work with Job Coaches. It also includes case studies which captures the experiences of employers for whom employing people with a learning disability has been a successful and rewarding experience. (Edited publisher abstract)
User-controlled personal assistance: the case of persons with intellectual disabilities
- Authors:
- HANSSEN Anne-Britt, MAXWELL Grasli Sidsel
- Journal article citation:
- International Journal of Care and Caring, 2(2), 2018, pp.273-277.
- Publisher:
- Policy Press
This article is based on professional as well as family carer experiences with different social care services for persons with intellectual disabilities. The focus is on differences between traditional welfare services in group homes and alternative services with ‘user control’ as the main principle. The aim of the article is to present the circumstances under which user-controlled services became an option for persons with intellectual disabilities, and to argue that this option is pivotal for enhancing quality of life. To provide insight into the issues, the authors present the case of Elvira (pseudonym). (Edited publisher abstract)
Adapting compassion focused therapy for an adult with a learning disability: a case study
- Authors:
- COOPER Rosalind, FREARSON Julia
- Journal article citation:
- British Journal of Learning Disabilities, 45(2), 2017, pp.142-150.
- Publisher:
- Wiley
Background: Joe was referred to the Community Learning Disabilities Team (CLDT) for support around low mood and overeating. Initial formulation suggested compassion focused therapy (CFT) as an intervention. The evidence base for using CFT with people with learning disabilities is currently limited. Materials and Methods: Adaptations were made to the CFT framework, accounting for Joe's learning disability. A case study design was used to investigate the effectiveness of intervention. Joe attended 13 sessions of assessment, formulation and intervention. Client feedback was incorporated to assess suitability of the CFT approach and adaptations made. Results and Conclusions: Changes in scores on outcome measures were limited. However, findings from this exploratory study suggest that CFT can be meaningfully adapted for use within the field of learning disabilities. Implications for clinical practice and directions for future research are discussed. (Publisher abstract)
A search for meaning: telling your life with learning disabilities
- Authors:
- HORN Jaime Helena, MOSS Duncan
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.178-185.
- Publisher:
- Wiley
Research has identified the collective experiences of oppression, stigma and isolation in the lives of people with learning disabilities. Against the backdrop of social and cultural processes that shape and limit the life experiences of people with learning disabilities, the authors are interested in how the individual develops a sense of self and identity. The aim is to further understand the subjective world of one woman with learning disabilities, drawing attention to how meaning about herself and her world has been constructed. The authors present and analyse one woman's life story, adopting a narrative and participatory research approach, with its focus on personal experience, whilst making links between the individual and social world. (Publisher abstract)
A star with the cars
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 14(1), January/February 2014, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article looks at how one young man, Michael, was able to secure employment with the support of the learning disability charity, Norwood. First Michael gained experience at Norwood Future Clean, a car wash and valet service run by Norwood supported employment programme. He was then able to move on employment at car dealership with some initial support from the charity Norwood. (Original abstract)
Learning disabilities: good practice project
- Authors:
- HOUGH Jo, MARTIN Kerry
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2013
- Pagination:
- 57
- Place of publication:
- London
This report gives people who commission, design and deliver services a better understanding of how to improve the lives of people with learning disabilities. It is partly based on these good practice indicators: co-production; a capabilities approach to disability; community capacity building; a move towards more integrated services; and a commitment to personalisation. It presents six examples of good practice: Public Health Norfolk & Equal Lives (formerly Norfolk Coalition of Disabled People) and its provision of easy-to-access information on local health services; the Quality Checking project in Gloucestershire; London Borough of Hackney and Advance Support and supported living for people with complex needs; MacIntyre Care in Oxfordshire, representative of transition support for young people with complex needs; the Open University’s Social History of Learning Disability Group on sharing life stories; and Merseycare NHS Rebuild Service, which offers support for people with Down’s Syndrome and early onset dementia. It gives briefer details for other shortlisted projects. The report also includes an EasyRead summary. The project was completed under an action from ‘Transforming Care: A national response to Winterbourne View Hospital’. (Original abstract)
Experiences of leaving prison for people with intellectual disability
- Author:
- ELLEM Kathy
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 3(3), 2012, pp.127-138.
- Publisher:
- Emerald
Without adequate supports, people with intellectual disability leaving prison are likely to reoffend. The aim of this paper was to examine the community re-entry experiences of 10 people with an intellectual disability. The findings are drawn from a wider study of prison experiences of people with an intellectual disability in Queensland, Australia. Life stories were developed from in-depth interviews with 10 ex-prisoners (7 male and 3 female) with intellectual disability. Interviews were respectful of the communication styles of participants and involved multiple interview sessions, ranging from 2 to 9 interviews per person. Data were analysed using narrative and thematic analysis. The findings showed that the participants found the process of leaving prison an emotional event, often clouded both with confusion about when release was to occur and uncertainly as to what they could expect on the outside. Their stories highlighted how poorly divergent service models such as corrective services, disability services and mental health services respond to this group, and worked in collaboration to address their complex needs. The findings indicate a vital need for resources for ex-prisoners with intellectual disability for concrete information and coordinated hands-on assistance in negotiating supports in the community.
Does every disabled child matter?: Hannah's story
- Authors:
- DERBYSHIRE Hannah, RUNSWICK-COLE Katherine, GOODLEY Dan
- Journal article citation:
- Learning Disability Today, July 2011, pp.30-32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article reviews the findings of an ESRC-funded research project, Does every child matter, post-Blair? which ran from September 2008 to April 2009. The article critically reviews the policy context of the Every Child Matters outcomes, outlines the research methodology used in the study and reports on one individual case, that of 15-year old Hannah who is credited as a co-author of this article. Hannah's story shows what a young person with a learning disability can achieve, given the right supports.