Search results for ‘Subject term:"learning disabilities"’ Sort:
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The All-Wales mental handicap strategy: framework for development from April 1993
- Author:
- GREAT BRITAIN. Welsh Office
- Publisher:
- Great Britain. Welsh Office
- Publication year:
- 1992
- Pagination:
- 11p.
- Place of publication:
- Cardiff
Changing relationships: shared action planning with people with a mental handicap
- Authors:
- BRECHIN Ann, SWAIN John
- Publisher:
- Harper and Row
- Publication year:
- 1987
- Pagination:
- 150p. illus., bibliog.
- Place of publication:
- London
Planning with individuals: an outline guide
- Authors:
- BLUNDEN Roger, EVANS Gerry, HUMPHREYS Simone
- Publisher:
- Mental Handicap in Wales. Applied Research Unit
- Publication year:
- 1987
- Pagination:
- 36p., bibliog.
- Place of publication:
- Cardiff
Learning disability strategic action plan 2022 to 2026
- Author:
- WALES. Welsh Government
- Publisher:
- Wales. Welsh Government
- Publication year:
- 2022
- Pagination:
- 20
- Place of publication:
- Cardiff
This action plan sets out the Welsh Government's overarching strategic agenda for the development and implementation of learning disability policy for the remainder of the current term of government, 2022 to 2026. The action plan (and associated delivery plan) is a living document and will be updated to reflect any changes to priorities and circumstances as they arise. It is designed to be flexible and contains actions that can reasonably be expected to be achieved given the ongoing focus on pandemic recovery and limits on available resources. Priority areas identified in the plan include: overarching/cross-cutting, including cross-government activity that may not sit in one specific area; COVID recovery; health, including reducing health inequalities and avoidable deaths; social services and social care; facilitating independent living and access to services through increased access to advocacy and self-advocacy skills, engagement and collaboration; education including children and young people's services; employment and skills; housing - appropriate housing, close to home, access to joined-up services; and transport. (Edited publisher abstract)
Inclusion or outcomes? Tensions in the involvement of people with learning disabilities in strategic planning
- Authors:
- FYSON Rachel, FOX Liz
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.239-254.
- Publisher:
- Taylor and Francis
Social inclusion is a key principle that underpins the provision of services for people with learning disabilities in England. Learning Disability Partnership Boards, which are responsible for local strategic planning of learning disability services, hold a particular role in promoting inclusion since they are required both to operate inclusively and to achieve inclusive outcomes. This study sought to explore the extent to which these ambitions for inclusion were being achieved. It consisted of three phases: a scoping exercise to elicit the views of key stakeholders; a postal survey of Partnership Boards (response rate 51%); and semi-structured interviews with Partnership Boards members in six local authorities. Findings suggest that Partnership Boards are struggling to fulfil their dual role, with tensions emerging between the desire to operate in fully inclusive ways and the ability to affect strategic change within local services. (Publisher abstract)
The impact of person-centred planning: a summary for service users
- Author:
- ROBERTSON Janet
- Publisher:
- Lancaster University. Institute for Health Research
- Publication year:
- 2005
- Pagination:
- 4p.
- Place of publication:
- Lancaster
Across the UK people are adopting person centred approaches when working towards the goals of an individual/group (not only people with learning disabilities). The Impact of Person Centred Planning, which investigates what PCP can achieve if done well and what inhibits or facilitates the implementation and usefulness of PCP. The report, commissioned by the Department of Health is part of the Learning Disability Research Initiative and part-funded by the Foundation for People with Learning Disabilities.
Advocacy strategy: Mencap's three year plan for supporting people with a learning disability to speak up for themselves
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2004
- Pagination:
- 28p.
- Place of publication:
- London
Mencap's advocacy strategy outlines its three-year plan for supporting people with a learning disability to speak up for themselves. As advocacy becomes an increasingly important part of Mencap’s work, the strategy details the legal and policy context in which advocacy is provided. It also identifies the advocacy work being done in Mencap and the opportunities to develop and improve work. Within the strategy, the organisation recognises that there is a need for a range of different types of advocacy to meet different needs and that different types of advocacy will suit different people at different times in their lives.
Learning disability strategy: section 7 guidance on service principles and service responses
- Author:
- WALES. Welsh Assembly Government
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2004
- Pagination:
- 24p.
- Place of publication:
- Cardiff
The main focus of this guidance is on the person with a learning disability rather than on their families or carers but ,where appropriate, families and carers are mentioned in the text. The contribution that families and carers can make to the unified assessment process is covered within that guidance and carers are, of course, entitled to their own assessment.
Families leading planning: young people and families planning for their transition
- Author:
- -
- Journal article citation:
- Soundtrack, 30, September 2004, pp.14-15.
- Publisher:
- National Development Team
Highlights the person-centred planning tool developed by National Development Team and Helen Sanderson & Associates, specifically for families and young people with learning difficulties involved in transistion. The tool was developed with a funding grant from the Department of Health. Also describes other outcomes from the grant including two launch days and a website.
Hidden learning disability
- Author:
- WHITAKER Simon
- Journal article citation:
- British Journal of Learning Disabilities, 32(3), September 2004, pp.139-143.
- Publisher:
- Wiley
Although it has been suggested that about 2.5% of the population should be regarded as having a mild to moderate learning disability, only about 0.25% is registered. Why the disparity? It is suggested that although 2.5% may be a good estimate for people with IQs less than 70, a better estimate of the proportion who reach a dual criterion of having a low IQ and social/skill defects is about 1%. It is pointed out that even if the true prevalence rate of learning disability is nearer 1% than 2.5%, services still only know of a small proportion who could be considered to have a learning disability, and there are probably many people with unidentified learning disabilities. It is also noted that the term learning disability can be very confusing: it is not clear if it refers to people with IQs below 70, people with both intellectual and adaptive disabilities or people who have been given a learning disability label. Implications for services and research are discussed.