Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supporting People consultation paper 11: commissioning Housing Support Services
- Author:
- SCOTLAND. Scottish Executive. Development Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 29p.
- Place of publication:
- Edinburgh
Special educational needs and disability data descriptors
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 5
- Place of publication:
- London
This consultation sought views from the sector on aligning data descriptors in the Schools Census and Individualised Learner Record (ILR) with regards to Special Educational Needs and Disability (SEND). Colleges, training organisations, local authorities and employers (FE providers) return learner data in the Individualised Learner Record (ILR) and schools return pupil data in the school census. The ILR and School Census contain different fields for SEND and the changes proposed in this document aim to make data collection more consistent. (Edited publisher abstract)
Special educational needs and disability data descriptors: government consultation response
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 16
- Place of publication:
- London
The government response to the consultation on SEND data descriptors in the school census and individualised learner record, including a summary of the responses we received. This is part of our long term aim to move to a consistent data collection to improve tracking of students, cohorts and specific needs groups, improve data quality, support planning and move towards a more consistent data collection across all age ranges. This document sets out the findings from the consultation, the government’s response and the changes that will come into effect for the 2015 to 2016 academic year. (Edited publisher abstract)
Your health, your care, your say: research report
- Author:
- OPINION LEADER RESEARCH
- Publisher:
- Opinion Leader Research
- Publication year:
- 2006
- Pagination:
- 165p., tables
- Place of publication:
- London
Your health, your care, your say closed on 4 November 2005, and the White Paper will be published at the turn of the year. The consultation asked the public, patients, service users, and staff for their views on how to improve the services provided in the community by the NHS and social care. Your health, your care, your say involved the public and staff, including people like the homeless, people with learning difficulties and teenagers who are often not heard in consultation exercises. A number of deliberative, or 'listening', events took place as part of the consultation process. Between 50 and 100 people had the chance to give their views on what they wanted from services in their everyday lives.
Supporting People: consultation paper on data definitions and code lists: May 2002
- Author:
- SCOTLAND. Scottish Executive. Development Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 70p.
- Place of publication:
- Edinburgh
Consultation on medical treatments to be specified under Section 48 of Adults with Incapacity (Scotland) Act 2000
- Author:
- SCOTLAND. Scottish Executive. Health Department
- Publisher:
- Scotland. Scottish Executive Health Department
- Publication year:
- 2001
- Pagination:
- 24p.
- Place of publication:
- Edinburgh
Consultation on compulsory treatments for adults with incapacity
'Right to be heard': the Government's response to the consultation on learning disability and autism training for health and care staff
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2019
- Pagination:
- 55
- Place of publication:
- London
Government response to the consultation on proposals for introducing mandatory learning disability and autism training for health and social care staff. This publication provides an analysis of the 5,155 responses received and sets out the Government’s plans to implement mandatory training. Areas covered by the consultation were: the planned content of the training; staff roles and training; how the training should be delivered; how to involve people with learning disabilities and autistic people in training; and; how the training should be mandated, monitored and evaluated in terms of its impact. The consultation found there was overwhelming support for the principle of mandatory training. Respondents also felt that having face to face component to training is important; training should involve people with lived experience; and that training must be proportionate to the requirements of the file. The document includes an action plan of Government commitments. (Edited publisher abstract)
No voice unheard, no right ignored: key themes from the consultation responses
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 118
- Place of publication:
- London
Between March and May 2015, the Department of Health asked people and organisations to share their views about strengthening the rights and choices of people to live in the community, especially people with learning disabilities, autism or mental health conditions. This document summarises the main trends in responses to the consultation. There were 481 responses to the consultation: half came from individuals or families, and half from organisations or groups. Most responses from individuals were from service users or family members and carers. Most responses from organisations were from voluntary sector groups, followed by local authorities and the NHS. The responses covered a range of themes, including: being part of the community; being listened to; the Mental Health Act 1983; budgets and finances; and physical and mental health. (Edited publisher abstract)
A summary of the consultation on changes to the allocation formulae for the learning disabilities commissioning transfer grant preserved rights grant and AIDS support grant
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 25p.
- Place of publication:
- London
This document provides a summary of responses from the consultation on the allocation formulae for the 3 social care grants: Learning Disabilities Transfer Grant; the Preserved Rights Grant; and the AIDS Support Grant. The consultation paper set out potential options for allocation of each of the 3 social care grants from 1st April 2011. Respondents were invited to state their preferred options, and were also encouraged to provide comments or suggest alternative allocation options. Respondents were also asked to check the data held by the Department which was used to calculate 2 of the options. The consultation did not prejudge the outcome of the Spending Review, which considered the future form of the grants. The consultation ran from 27 July 2010 to 6 October 2010. In total, 157 responses to the consultation were received from a wide range of organisations and individuals including local authorities; NHS bodies; care trusts; and voluntary and independent sector organisations and user led organisations. The document summarises the responses received from the consultation in relation to each of the 3 grants, and the Governments response for each grant.
Summary of responses to the consultation on Valuing people now: from progress to transformation
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2009
- Pagination:
- 137p.
- Place of publication:
- London
'Valuing People Now' sets out the Government's strategy for people with learning disabilities for the next three years following consultation. It also responds to the main recommendations in 'Healthcare for All'; the independent inquiry into access to healthcare for people with learning disabilities.