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A guide to implementing assistive technology for people with learning disabilities
- Authors:
- BEYER Stephen, PERRY Jonathan, MEEK Andrea
- Publisher:
- Home Farm Trust
- Publication year:
- 2009
- Pagination:
- 50p.
- Place of publication:
- Bristol
This handbook has been produced for for organisations and families who wish to implement person centred technology. The guide expertly lays out the case for assistive technology and telecare, putting it in context - how and why it should exist alongside existing services - and provides a clear guide to implementation.
What do ATCs offer in Wales? A survey of Welsh day services
- Authors:
- BEYER Stephen, KILSBY Mark, LOWE Kathy
- Journal article citation:
- Mental Handicap Research, 7(1), 1994, pp.16-40.
- Publisher:
- BIMH Publications
Reports the findings of a survey of the organisation and activities offered by all adult training centres in Wales, carried out in 1990.
The implementation of the All-Wales Mental Handicap Strategy
- Authors:
- BEYER Stephen, et al
- Journal article citation:
- Mental Handicap Research, 4(2), 1991, pp.115-140.
- Publisher:
- BIMH Publications
Describes the way the Welsh Office has revised mechanisms for the implementation of the All-Wales Mental Handicap Strategy in its first five years, and the changes in service provision achieved between 1983 and 1988.
A comparison of quality of life outcomes for people with intellectual disabilities in supported employment, day services and employment enterprises
- Authors:
- BEYER Stephen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.290-295.
- Publisher:
- Wiley
Policy objectives for people with intellectual disabilities include day service modernisation and the promotion of paid employment and quality of life. Quality of life is under represented as an outcome measure in vocational research. This research compares subjective and objective quality of life, and quality of work environment for adults with intellectual disabilities in supported employment, employment enterprises and day services with non-disabled workers in community employment. A purposive sample of people with intellectual disabilities comprised: 17 supported employees; 10 employment enterprise workers; 10 day service attendees; and, in addition, 17 non-disabled work colleagues of supported employees. Data (Comprehensive Quality of Life Scale and Work Environment Scale) was collected by interview, and a between-subjects group comparison design was used. The results demonstrated that supported employees reported higher objective quality of life than employment enterprise workers and day service attendees. Non-disabled co-workers reported higher objective quality of life and autonomy at work than the 3 groups of people with intellectual disabilities. Supported employees reported higher subjective quality of life than non-disabled co-workers. The findings support the utility of supported employment as a means to provide constructive occupation and enhanced quality of life to people with intellectual disabilities. However, closing the gap with respect to non-disabled co-workers on objective quality of life measures represents a challenge and will require improving the quality of job finding and workplace support and the training provided.
Supported work experience and its impact on young people with intellectual disabilities, their families and employers
- Authors:
- BEYER Stephen, MEEK Andrea, DAVIES Amy
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(3), 2016, pp.207-220.
- Publisher:
- Emerald
Purpose: The Real Opportunities project set out to implement a number of the approaches identified through research that can assist transition to adulthood in nine local authority areas in Wales. Supported work experience was delivered by small job coaching teams in each area. The purpose of this paper is to establish the impact of the work experience and employment teams by describing the placements provided, any change in the skills of young people, and the responses to the placements by employers, young people and their families. Design/methodology/approach: Data were collected over 24 months by participating employment services. Questionnaires were administered to employers. Interviews were carried out with a sub-sample of young people (24) participating and a family member (25). Findings: Over a 24-month period 297 young people received supported work experience. In total, 262 young people had an intellectual disability, 35 an autistic spectrum disorder. Up to three placements were delivered to each person, averaging five weeks per placement, with 405 placements in total. In total, 62 per cent of those with two placements had a different category of second work placement to their first. These numbers demonstrated that work experience in community placements is possible with support. Young people improved work skills significantly between first and second placements. Employers reported high satisfaction rates with the young person’s work in a range of key performance areas and company benefits from participation for other staff, company image and customer relations. Interviews with 24 young people and 25 of their family members reported satisfaction with support and placements. Six young people had paid work now, and 33 per cent said they would get a job at some future time. Families reported changes in young person’s outlook but their view of prospects of employment remained pessimistic due to the external environment. Research limitations/implications: Implications for future research are discussed. Practical implications: Implications for transition are discussed. Originality/value: The paper provides new insight into the impact of a large number of supported work experience placements. (Publisher abstract)
‘Stroppy’ or ‘confident’? Do carers and professionals view the impact of transition support on young people differently?
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 39(2), June 2011, pp.154-160.
- Publisher:
- Wiley
Transition from school for young people with intellectual disabilities remains a time fraught with disruption and stress for young people and carers despite the emphasis on their greater involvement with the transition support services. The study examined the effects of transition support to 2 cohorts of young people who were in their last year in school or college in 2005/2006 and 2006/2007. The young people received additional support around employment choices beyond the normal transition planning. This paper reports the views of carers, teachers and support workers of the impact this additional support made to the young people. Semi-structured interviews were held with 59 young people, 58 carers and 59 interviews with teachers and support workers. Analysis of the data reveals a difference between the views of carers and those of professionals. The paper argues that these differences may reflect different understandings of the purpose of transition support which may make it difficult to achieve a smooth transition for all stakeholders. Professionals look for the development of skill sets that can help the young person to cope with novel environments in post-education placements, whereas carers experience transitions as challenges to family relationships. The findings have implications on how to structure and deliver transition support.
Regional SEN Transition to Employment Initiative (Real Opportunities): impact of the Real Opportunities project
- Authors:
- BEYER Stephen, et al
- Publisher:
- Real Opportunities
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- Ystrad Mynach
An evaluation of the Real Opportunities project, which set out to address gaps in the support for young people with a learning disability, severe and complex needs and/or an Autistic Spectrum Disorder going through transition, by providing services designed to tackle the problems directly. The project provided a broadly integrated service approach linked to schools, driven by a person centred approach, with the availability of hands-on support to deliver selected transition goals. The report presents an overview of the project and the key problems in transition and considers the impact of this intervention in relation to: transition key workers, person centred planning, supported work experience, inclusion work, independence, and engaging peer mentors. (Edited publisher abstract)
Promoting independence through the use of assistive technology
- Authors:
- BEYER Stephen, PERRY Jonathan
- Journal article citation:
- Tizard Learning Disability Review, 18(4), 2013, pp.179-185.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to evaluate the impact of assistive technology (AT) on social care services and on the quality of life (QOL), particularly the independence, of people with intellectual disabilities. In addition, to make recommendations about an ethical approach to implementing AT. Design/methodology/approach: The evaluation is based on consideration of relevant research, particularly, research undertaken at the Welsh Centre for Learning Disabilities at Cardiff University. Findings: AT can promote independence and prevent harm. There also appear to be benefits to social care services in terms of changes in staff input levels and reduced costs. However, the data are limited and existing studies have shown mixed results. Research limitations/implications – This is not a systematic review. Revised research methods may be needed to detect key outcomes from AT. Practical implications: A focus is needed on individual planning and robust and transparent processes to balance organisational and user benefits. There are implications for care management, person-centred planning and care commissioning to ensure good QOL outcomes are targeted by AT and that the delivery of these outcomes is monitored and ensured. Originality/value: Based on the existing literature on the impact of AT on people with intellectual disabilities, recommendations are made about an ethical approach to implementing AT. (Publisher abstract)
What works?: transition to employment for young people with learning disabilities
- Authors:
- BEYER Stephen, et al
- Publisher:
- Shaw Trust
- Publication year:
- 2008
- Pagination:
- 34p.
- Place of publication:
- Chippenham
Previous research has suggested the system of transition from school does not provide adequate support for young people with learning disabilities, particularly in relation to employment. This study set out to look at 6 different local authority areas providing different approaches to supporting young people with learning disabilities to make decisions about employment through external employment organisations (EOs). In all, 16 special schools, 1 mainstream school, and 5 colleges were included in the study. A total of 145 young people and their carers were interviewed about their experiences of transition and employment, including information on the vocational input the young people had in their last year from their special school, college or EO. The young people were followed-up 6 months after they had left to see how many had gone into employment. The findings revealed that young people received different types of vocational input from school, college and their EO. EOs mostly provided work experience, schools provided more qualifications based courses, and colleges more practical skills courses. Six months after leaving, 60% had gone onto college and only 16% to a job. The report concludes that there continues to be barriers for young people with learning disabilities who want to pursue paid employment on leaving school or college. The implications for local transition policy and practice are discussed.
Views of professionals on aims and outcomes of transition for young people with learning disabilities
- Authors:
- KAEHNE Axel, BEYER Stephen
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.138-144.
- Publisher:
- Wiley
The paper reports the findings of a study of professionals in strategic and operational positions who were involved in transition planning for young people with learning disabilities. Respondents were asked to comment on what they regarded as the optimal aim and outcome of transition from school to post-school placements. The results illustrate the problems and advantages of inter-agency partnerships in delivering meaningful post-school destinations for young people leaving school.