Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning with families: involving families in staff training
- Author:
- DAVIES Jill
- Journal article citation:
- Tizard Learning Disability Review, 10(3), July 2005, pp.12-17.
- Publisher:
- Emerald
The Foundation for People with Learning Disabilities has developed a tool to help staff and families to work better together. This article reports on the development of the training resource called Learning with Families where the contents were developed by family carers, who are also being encouraged to deliver the training, alongside professionals, to staff who work in learning disability services, in order to improve their understanding of the experiences of families.
Support and services for young people with learning disabilities and mental health problems
- Authors:
- DAVIES Jill, GIRAUD-SAUNDERS Alison
- Journal article citation:
- Housing Care and Support, 9(3), December 2006, pp.31-39.
- Publisher:
- Emerald
By the end of 2006 child and adolescent mental health services (CAMHS) were required to include care pathways for children and young people with learning disabilities and mental health problems under Public Service Agreement Targets. This article describes how services have traditionally served the mental health needs of children and young people with learning disabilities, explores the policy context for change and discusses some of the projects currently underway that aim to address the Public Service Agreement targets for later this year.
Access for all: improving access to services for children and young people with learning disabilities and mental health problems
- Author:
- DAVIES Jill
- Journal article citation:
- Childright, 223, February 2006, pp.18-21.
- Publisher:
- Children's Legal Centre
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.
Prepared for the future?: information to prepare families when a young person with a learning disability is leaving school or college
- Authors:
- MORGAN Hazel, DAVIES Jill
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2009
- Pagination:
- 33p.
- Place of publication:
- London
The Foundation for People with Learning Disabilities, in the second phase of its What Kind of future? project, has worked with young people who have Down’s syndrome. This booklet has been prepared on the basis of what the participants have said would be helpful. It provides information on: the role of family and friends; government support and initiatives; personalisation and person centred planning; access to care; further education and specialist colleges; employment opportunities, including voluntary work and supported employment; daytime, evening and weekend activities; friendships; short term breaks; moving from the family home and housing; health; support for carers; and how and where to complain in case of difficulties. Each section is written in non technical language and provides contact details, real life experiences and a checklist of what needs to be considered.