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More than giving people a voice ....
- Authors:
- TOWNSLEY Ruth, MARRIOTT Anna
- Journal article citation:
- Learning Disability Today, 10(5), June 2010, pp.35-37.
- Publisher:
- Pavilion
- Place of publication:
- Hove
The authors present an overview of a project which reviewed the literature between 1997 and 2009 on the needs, costs and benefits of independent advocacy for young disabled people at transition. The research found that independent advocates can play a vital role in supporting young people with learning disabilities at transition. Access to independent advocacy at transition can mean: young people are involved more often in transition planning; young people’s views are better represented and respected during transition planning; professionals are better informed about the transition process and what is expected of them; professionals provide a better service to young people before, during and after transition; and young people have more confidence, self-esteem and higher expectations for their futures. A case study illustrates these points and gaps in current knowledge and suggestions for further research in this area are discussed.
'It is time to stop talking and start doing': the views of people with learning disabilities on future research
- Authors:
- MARRIOTT Anna, WILLIAMS Val, TOWNSLEY Ruth
- Journal article citation:
- Mental Health and Learning Disabilities Research and Practice, 7(2), Autumn 2010, pp.132-147.
- Publisher:
- South West Yorkshire Mental Health NHS Trust and University of Huddersfield
A scoping exercise to determine the research priorities for the field of learning disabilities for the next 10 years is described. Specific focus of this paper is on the role of people with learning disabilities in setting this research agenda. A detailed description of the methodology used is given. The first stage included a series of regional workshops involving people with learning disabilities, held in Bristol, Birmingham, Leeds and London which aimed to identify the main issues and problems in the lives of people with learning disabilities. Data from these identified six priority themes: access to health care; getting good support; the right to relationships; housing options; work and personal finance; and inclusion in the community. The literature was then reviewed for published research in these areas and then further workshops were held in all four geographical areas to identify research gaps. A focus group was then held with nine researchers in the field. A summary of the findings in the six priority areas is presented. It is commented that the findings show that it is possible to involve people with learning disabilities in setting a research agenda. Their inclusion provided a perspective that could not be adequately represented by other stakeholder groups. People with learning disabilities were concerned that research has a meaningful impact and can lead to demonstrable improvements in care. In order for this to happen there is a need for widespread dissemination of accessible outputs that reach the relevant stakeholders.