Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families. This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available
Extended abstract:
Author:MALLETT Robina; POWER Margaret; HESLOP Pauline Title: All change: transition into adult life: a resource for young people with learning difficulties, family carers and professionals Publisher: Pavilion, 2003
Summary
This resource is aimed at young people with learning difficulties as they pass through transition into adult life, as well as their family carers and professionals. It covers what happens when the young person leaves school, the choices they might need to make about further education, work, housing and leisure, the transition to adult services and the different options and types of support that are available.
Context
Transition can be a particularly complicated and stressful experience for a young person with disabilities and his or her family. All change looks at the process of transition in England and the main issues and choices that may arise, both in the lives of young people with learning difficulties and for their families.
Contents
An introduction describes new Government initiatives (Valuing people, The SEN Code of Practice, and the new Connexions service), explains how to use the guide, and lists useful resources. Part 1 consists of information for adults who are supporting a young person with learning difficulties during transition and has chapters on planning for transition, changing roles (from parent to carer, and being a young adult with learning difficulties); choices for the future (about further education, work, daytime activity and where to live); using adult services (social services; health services; technology, aids and equipment; getting around; and knowing where you stand: rights and entitlements); and living life to the full (making friends, sex matters: developing personal and intimate relationships, and having fun: leisure, sport and holidays). Useful resources are listed throughout. This part ends with a glossary and its own index. Part 2 is the young people's pages and is written in accessible language. It begins with notes on how to use the part and an introduction, and has chapters on transition, planning for the future, new choices to think about, and becoming an adult – what changes?
Subject terms:
learning disabilities, service transitions, young people, families;
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
The Foundation for People with Learning Disabilities has developed a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES.
Title
Learning with families: a training resource.
Publisher
Mental Health Foundation, 2003
Summary
This pack is described as a training resource with a difference - family carers, who are also encouraged to deliver the training alongside professionals, developed the contents to train staff working in learning disability services.
Context
The White Paper Valuing people (2001) called for a new relationship between families and staff in learning disability services, proposing the involvement of family carers in staff training and development which, it is said, can help staff understand the experiences of families.
Contents
An introduction gives the aim as to enable staff to have a greater understanding of what it means for families to have a relative with a learning disability and how this can affect their relationships with professionals. It discusses the background, and explains that the resource consists of eight sections with handouts and overheads, a video presenting the experiences and views of four families to be used in conjunction with the written materials, and an evaluation form. How it was developed, how to use it, the number of participants (ideally 10-16), preparation for training, and delivering the training are outlined. A table maps the content of this publication to the learning outcomes of LDAF Unit 016: Contribute to supporting relationships - families, carers and friends. The resource has two core components.
Section A: 'Introduction to learning with families', introduces participants to the programme and enables them to discuss positive and negative aspects of family networks and consider the particular characteristics of families with a relative with a learning disability.
Section B, 'Life in the family home', should enable participants to gain an understanding of life in the family home by looking at the impact of having a family member with a learning disability, the difficulties which family carers can have in acknowledging their need for services and the needs of older family carers.
Further sections are: Section C aims to help participants understand some of the feelings family carers experience when it is time to plan ahead and how to promote better planning, support and decision-making; D should help participants understand how family carers and professionals can develop effective partnerships; E intends that participants should gain greater understanding of the feelings and emotions family carers experience when their relative with a learning disability leaves home, the preparations needed and adjustments which must be made following a move; F's aim is to bring understanding of the changes that affect family members when their relative with a learning disability moves from full-time education to different daytime activities and the importance of a satisfying way of life; G should help participants understand the difficulties family carers may have in acknowledging their need for breaks from caring, the benefits of short-term breaks for the person with a learning disability and their family carers, and that short-term breaks may serve as a preparation for the future; and H aims to help participants understand how family carers and professionals can communicate more effectively with one another to maximise available resources and experience.
Appendix 1 gives guidelines for those new to training, and Appendix 2 is the evaluation form.
Drama in a teaching or group situation requires the confidence to speak in character and the time to develop a role. This book solves this problem by providing the words to speak, an established well-worked lesson plan to use, and an easy format to follow for multiple adaptations and future dramas. It contains scripts and drama-workshop breakdowns designed especially for people with special needs, including those with Learning Difficulties or Autistic Spectrum Disorders. Each script format and workshop plan has been fully worked with groups of varying ages and abilities and includes valuable notes of experience - documenting lessons where the unexpected happened and how it was handled.
Drama in a teaching or group situation requires the confidence to speak in character and the time to develop a role. This book solves this problem by providing the words to speak, an established well-worked lesson plan to use, and an easy format to follow for multiple adaptations and future dramas. It contains scripts and drama-workshop breakdowns designed especially for people with special needs, including those with Learning Difficulties or Autistic Spectrum Disorders. Each script format and workshop plan has been fully worked with groups of varying ages and abilities and includes valuable notes of experience - documenting lessons where the unexpected happened and how it was handled.
Subject terms:
learning disabilities, autistic spectrum conditions, drama therapy;
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Extended abstract:
Author
KERR Diana, WILKINSON Heather
Title
In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia.
Publisher
Pavillion, 2005
Summary
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Context
Along with the rest of the population, people with learning difficulties are living longer, bringing all the illnesses and conditions of older age. One condition, which people with Down's syndrome are more likely to experience, is dementia. Providing effective, high-quality care for someone with learning difficulties who develops dementia is a highly-skilled role. Without support and information staff and carers can find the experience overwhelming, trying to react to changing needs. Their ability to cope is clearly influenced by their level of knowledge and their understanding of the impact of dementia.
Contents
Section 1 describes the background, method and how to use the pack, and also includes references and sources of further information. Section 2 contains fact sheets as follows: Dementia and people with learning difficulties – some basic information; Is this dementia?; Getting a diagnosis; Developing good communication with people with dementia; Developing life story work; Challenging behaviour: developing appropriate responses; Developing suitable environments; Supporting people to eat well; The later stages; and Supporting the friends and peers of the person with dementia. Section 3 consists of copiable ‘tools': Brain diagram; Alert signs; Record of prompting; Differential diagnosis chart; An example of a dementia diagnostic care pathway; Dos and don'ts; Suggestions for things to be included in life story work; Charter for good practice in life story work; Strategies to help deal effectively with challenging behaviour; Developing a suitable environment; Guidelines for helping people to eat well; and Taking care of skin when someone becomes bedridden or less active.
This book is tailored specifically to meet the needs of adults with disabilities. It is a resource that provides relevant, cognitively-suitable and age-appropriate information and exercises to aid trainers working with adults with physical and multiple disabilities, and is suitable for people with mild intellectual disability and severe communication impairment. The material is designed to be used in 10 two-hour sessions that explore skills that will help to develop and maintain self-esteem. Each session is fully scripted, with comprehensive instructions for the trainer and photocopiable hand-outs.
This book is tailored specifically to meet the needs of adults with disabilities. It is a resource that provides relevant, cognitively-suitable and age-appropriate information and exercises to aid trainers working with adults with physical and multiple disabilities, and is suitable for people with mild intellectual disability and severe communication impairment. The material is designed to be used in 10 two-hour sessions that explore skills that will help to develop and maintain self-esteem. Each session is fully scripted, with comprehensive instructions for the trainer and photocopiable hand-outs.
Contains pictures of a wide variety of people portrayed in different ways to help lead discussion around stereotyping, assumption and prejudice. Primarily designed and developed for anti-discrimination work with people who have learning disabilities, the pack can also be used in a variety of other contexts.
Contains pictures of a wide variety of people portrayed in different ways to help lead discussion around stereotyping, assumption and prejudice. Primarily designed and developed for anti-discrimination work with people who have learning disabilities, the pack can also be used in a variety of other contexts.
This training pack, which is written by two service users with learning disabilities in association with the UK’s Norah Fry Research Centre, aims to assist service users with learning disabilities in helping their personal assistants (PAs) better support service users’ needs, hopefully resulting in “more choice and control in their lives”. The training booklet is in four parts, ‘good support’, ‘ideas for using the pack to train your PA’ at home and in groups, ‘photo stories’ and ‘notes for people who are paid to support us’, including detail on the background, history, current policy and practice of learning disability support, which could be copied and handed out by service users while they are training their PAs. The accompanying DVD includes real life clips made during this research of good practice in the giving of support, along with some scenes from the past illustrating ‘poor’ support. Each clip concludes with ‘a time to talk’ point. The five factors key to good support, respect, choices, ‘being friendly’, advice and ‘speaking up’ are featured in the DVD and throughout the booklet’s text and photo stories.
This training pack, which is written by two service users with learning disabilities in association with the UK’s Norah Fry Research Centre, aims to assist service users with learning disabilities in helping their personal assistants (PAs) better support service users’ needs, hopefully resulting in “more choice and control in their lives”. The training booklet is in four parts, ‘good support’, ‘ideas for using the pack to train your PA’ at home and in groups, ‘photo stories’ and ‘notes for people who are paid to support us’, including detail on the background, history, current policy and practice of learning disability support, which could be copied and handed out by service users while they are training their PAs. The accompanying DVD includes real life clips made during this research of good practice in the giving of support, along with some scenes from the past illustrating ‘poor’ support. Each clip concludes with ‘a time to talk’ point. The five factors key to good support, respect, choices, ‘being friendly’, advice and ‘speaking up’ are featured in the DVD and throughout the booklet’s text and photo stories.
Subject terms:
learning disabilities, needs, personal assistants, service users, training;
Psychiatric Assessments Schedules for Adults with Developmental Disabilities , the PAS-ADD system, is a set of well regarded assessment tools for undertaking mental health assessments with people with learning disabilities. They are designed to provide a smooth, reliable flow of information on psychiatric symptoms from all those involved in an individual’s care, including family members, support staff and care staff. These enhanced versions of the original materials come in three parts: The Mini-PAS-ADD handbook for use by professionals involved in mental health assessments. This comprises a new semi-structured interview and improved clinical glossary, plus new outline training plan and coding exercises. 100 Mini PAS-ADD interview score forms for recording the mini PAS-ADD interview scores. The PAS-ADD Checklist (x 100) a questionnaire written in everyday language for use by care staff and families to identify potential mental health problems and to decide whether a further assessment is needed. Of particular interest to all professionals involved in mental health assessments of people with learning disabilities.
Psychiatric Assessments Schedules for Adults with Developmental Disabilities , the PAS-ADD system, is a set of well regarded assessment tools for undertaking mental health assessments with people with learning disabilities. They are designed to provide a smooth, reliable flow of information on psychiatric symptoms from all those involved in an individual’s care, including family members, support staff and care staff. These enhanced versions of the original materials come in three parts: The Mini-PAS-ADD handbook for use by professionals involved in mental health assessments. This comprises a new semi-structured interview and improved clinical glossary, plus new outline training plan and coding exercises. 100 Mini PAS-ADD interview score forms for recording the mini PAS-ADD interview scores. The PAS-ADD Checklist (x 100) a questionnaire written in everyday language for use by care staff and families to identify potential mental health problems and to decide whether a further assessment is needed. Of particular interest to all professionals involved in mental health assessments of people with learning disabilities.
Subject terms:
learning disabilities, mental health care, psychiatry, assessment, diagnostic tests;
Dying Matters is a workbook for support staff and managers in learning disability services to help them address the needs of people with learning disabilities who are dying, and to explore their role in providing care and support. It will assist staff and managers to talk together about how to support someone in their service who is dying and/or plan ahead for the time when someone in their service needs care through terminal illness. It will also provide a guide to the roles of healthcare professionals and how best to communicate and work with them in the best interests of the dying person. The workbook is based on a research study funded by the Foundation for People with Learning Disabilities as part of the Growing Older with Learning Disabilities (GOLD) programme. It includes case studies of people who had been terminally ill while living in a range of residential services. People with learning disabilities should have good support and care when they are terminally ill. What does this mean in practice for staff working in residential and group settings? How can hospice staff best address the needs of people with learning disabilities? How can health professionals, home managers and support staff work together? How can they involve family members sensitively? By exploring the themes in this workbook and planning ahead, everyone can play their part in ensuring that there will be a range of high quality care and support consistently available to people with learning disabilities when they are dying.
Dying Matters is a workbook for support staff and managers in learning disability services to help them address the needs of people with learning disabilities who are dying, and to explore their role in providing care and support. It will assist staff and managers to talk together about how to support someone in their service who is dying and/or plan ahead for the time when someone in their service needs care through terminal illness. It will also provide a guide to the roles of healthcare professionals and how best to communicate and work with them in the best interests of the dying person. The workbook is based on a research study funded by the Foundation for People with Learning Disabilities as part of the Growing Older with Learning Disabilities (GOLD) programme. It includes case studies of people who had been terminally ill while living in a range of residential services. People with learning disabilities should have good support and care when they are terminally ill. What does this mean in practice for staff working in residential and group settings? How can hospice staff best address the needs of people with learning disabilities? How can health professionals, home managers and support staff work together? How can they involve family members sensitively? By exploring the themes in this workbook and planning ahead, everyone can play their part in ensuring that there will be a range of high quality care and support consistently available to people with learning disabilities when they are dying.
This resource is intended for use in training within health, housing and social care teams that support families and children with autism/learning disabilities who display challenging behaviour. It is set out in a way that encourages a questioning and exploratory approach to local issues so that they can be understood and shared, and local solutions can be developed together. The resource contains a series of seven short films exploring the following themes: what families say they want; the issues that families with children with autism/learning disabilities who display challenging behaviour face; what helps keep the child in the family home; what helps families get the right housing; examples of good housing solutions; what housing departments can do to improve; top tips for health, housing and social care staff. The films feature real examples of what families have said they want in getting the right home environment for their children. They also feature a range of professionals who have experience of helping families and children have better lives.
(Edited publisher abstract)
This resource is intended for use in training within health, housing and social care teams that support families and children with autism/learning disabilities who display challenging behaviour. It is set out in a way that encourages a questioning and exploratory approach to local issues so that they can be understood and shared, and local solutions can be developed together. The resource contains a series of seven short films exploring the following themes: what families say they want; the issues that families with children with autism/learning disabilities who display challenging behaviour face; what helps keep the child in the family home; what helps families get the right housing; examples of good housing solutions; what housing departments can do to improve; top tips for health, housing and social care staff. The films feature real examples of what families have said they want in getting the right home environment for their children. They also feature a range of professionals who have experience of helping families and children have better lives.
(Edited publisher abstract)
Subject terms:
autism, learning disabilities, challenging behaviour, housing, home adaptations, videos, training materials;