Search results for ‘Subject term:"learning disabilities"’ Sort:
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Strategies for change: implementing valuing people at the local level: developing housing and support options: lessons from research
- Author:
- HATTON Chris
- Publisher:
- University of Lancaster. Institute for Health Research
- Publication year:
- 2003
- Pagination:
- 24p.
- Place of publication:
- Lancaster
The White Paper Valuing People presents a wide-ranging agenda for change right across the spectrum of supports for people with learning disabilities. Much of this change is directed at the strategic planning level, including actions specified in the White Paper and forthcoming implementation guidance concerning housing services. Commissioners are clearly under considerable pressure to attend to the details of these actions and guidelines.
The health of people with learning disabilities in the UK: evidence and implications for the NHS
- Authors:
- ELLIOT Johan, HATTON Chris, EMERSON Eric
- Journal article citation:
- Journal of Integrated Care, 11(3), June 2003, pp.9-17.
- Publisher:
- Emerald
Presents a comprehensive review of the UK research literature on the health needs of people with learning disabilities, and the response of mainstream health services to those health needs. Searches were conducted on computerised databases Medline and PsycInfo; hand searches of publications; and consultation with UK researches in the field of health and people with learning difficulties. Publications written in English, focusing on matters relating to health among people with learning difficulties in the UK, published in peer-reviewed journals from 1990 onwards were included in the review. Evidence from the review demonstrated that people with learning difficulties in the UK have significantly poorer health than the UK population generally. Despite these health needs, people with learning difficulties receive poorer support from mainstream health services, across primary care, hospital services and screening programmes.
The disclosure process and its impact on South Asian families with a child with severe intellectual disabilities
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(3), September 2003, pp.177-188.
- Publisher:
- Wiley
Although several research studies have investigated parental experiences of the disclosure process in White families with a child with severe disabilities, little work has focused on the experiences of South Asian families. This study aimed to provide a rich picture of the disclosure experiences of South Asian parents of a child with severe intellectual disabilities, using semi-structured qualitative interviews with 26 parents over two time points, and structured quantitative interviews with 136 parents. Parents reported variable experiences of the disclosure process, with many parents experiencing disclosure in the wrong language for them and most parents reporting little post-disclosure support. Parents identified good practice in disclosure as prompt disclosure in the appropriate language, with the partner present (where possible), with emotional support as part of the process, with clear and practical information, and linked to post-disclosure support from a keyworker. Good practice in disclosure was also associated with parental understanding of their child, and parents being more likely to mobilize informal and formal supports. The implications of these findings are discussed.