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Support for families with a learning disabled child
- Authors:
- DAVIES Jill, WILLIAMS Laura
- Journal article citation:
- Care and Health Magazine, 3.05.05, 2005, pp.34-35.
- Publisher:
- Care and Health
Looks at the findings of a report by the Foundation for People with Learning Disabilities (FPLD) which highlights the lack of support for many parents of children with learning disabilities. During the research families from in different parts of England and Wales, were contacted and their emotional needs from the time of diagnosis until their child was five were explored. Four main areas were examined: how the diagnosis was delivered; the information given immediately after the diagnosis and in following years; the emotional and practical support required; and the impact on family life.
First impressions: emotional and practical support for families of young children with a learning disability: a guide for practitioners and service commissioners
- Author:
- DAVIES Jill
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 30p.
- Place of publication:
- London
This project researched the emotional needs of families where there is a child with learning disabilities, from the time of the diagnosis to the age of five years. This was in recognition of the fact that the way parents are told the news of their child's disability and the support they receive is crucial to the future of the whole family . This was achieved through conducting a literature review and a small study. The research involved in-depth interviews with twenty-two parents to find out the following information: how the diagnosis was given to them; what information they received immediately after the diagnosis and in the following couple of years ;what support, both emotional and practical, they received from the time of birth to the age of five years; and what the impact of having a child with a disability was on the family.
Workforce development: perspectives from people with learning disabilities
- Authors:
- DAVIES Jill, MATUSKA George
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.165-172.
- Publisher:
- Emerald
Purpose: Research into the skills and competencies required by staff working with people with learning disabilities has concentrated on staff views. The purpose of this paper is to explore what people with learning disabilities want from the workforce supporting them. The evaluation was commissioned by Health Education England working across Kent, Surrey and Sussex (HEE KSS). Design/methodology/approach: An easy read questionnaire, co-produced with people with learning disabilities, was completed with 70 participants, 65 of whom attended one of 10 workshops. Two questionnaires were also completed by parents on behalf of their child. The workshops also allowed for open discussion. Findings: People with learning disabilities value a workforce with a positive attitude, with staff who are skilled in supporting people to gain independence and have a voice. Research limitations/implications: Findings are relevant to staff recruitment, matching of staff to services and staff training. Originality/value: Although there is some previous research around service user views, this evaluation had a larger sample size. The findings were similar to previous studies, particularly around the kind of qualities required from staff, which were the ability to listen, have trust and be able to learn specific skills. Although the highest representation was from young people and young adults, participants ranged from 12 to over 65 years. Differences in views according to participant age ranges are also noted. (Publisher abstract)
Workforce development for people with intellectual disabilities: the perspective from people with intellectual disabilities
- Authors:
- DAVIES Jill, BURKE Christine
- Publishers:
- Foundation for People with Learning Disabilities, Health Education England
- Publication year:
- 2016
- Pagination:
- 30
- Place of publication:
- London
Reports on the results of a consultation with people with a learning disability from across Kent, Surrey and Sussex, to investigate what was important to them in order to lead a good life and also the qualities it was important for their workforce to have. The research spoke to 65 people with learning disabilities and five parents (who completed the questionnaires on behalf of their sons/daughters with more complex needs), and received 61 completed questionnaires. The report presents results of the analysis of skills by six different age groups: 12-24 years; 25-34 years; 35-44 years; 45-54 years; 55-64 years; and 65 years and over. People with learning disabilities and parents we spoke to were very keen for people to learn a range of practical skills to lead as independent a life as possible. They also wanted to be supported by practitioners who could: provide them with health advice; help them in maintaining relationships; and help them access leisure activities and services in the community. Some of the most important workforce qualities identified were to be listened to, be patient, have a happy and positive attitude, be given a voice, and be reliable and punctual. People from the focus groups believed that having the support from someone with those qualities made a huge difference to their lives. The report recommends that all curricula for the workforce have values based on the social model of disability and involve people with learning disabilities to make this possible. (Edited publisher abstract)
First impressions: emotional and practical support for families
- Authors:
- WILLIAMS Laura, DAVIES Jill
- Journal article citation:
- Llais, 76, Spring 2005, pp.6-8.
- Publisher:
- Learning Disability Wales
The research report 'First Impressions' from the Foundation for People with Learning Disabilities revealed that many families of children with learning disabilities are not getting the help, information and support they need. Speaking to families in different parts of England and Wales, the project explored the emotional needs of families from the time of their child's diagnosis until the age of five. This article summarises some of the findings.