Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 5 of 5
How to make information accessible: a guide to producing easy read documents
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2009
- Pagination:
- 46p.
- Place of publication:
- Leeds
This guidance produced by the National Equality Partnership and CHANGE, a national organisation led by disabled people, aims to make written information accessible to those who may find reading and writing difficult. Central to this is the belief that people who have learning difficulties have the expertise and knowledge to prepare such a document, and have done so with this guide. Here, accessible information means easy words and pictures, a style of language developed by people with learning disabilities over the past 15 years. Characterised by writing in short, simple sentences without jargon or hard words, clear and easy to understand pictures are used to support words, with an added value of helping those who do not have English as a first language. It takes time and money to create information to the easy words and pictures standard, so it is important to choose carefully which documents to use. It is suggested that some information could be made more accessible by the use of other, cheaper methods such as multimedia. The authors define jargon and hard words, detail laws such as the 1995 Disability Discrimination Act (DDA) and the 2006 Disability Equality Duty (DED) and advise on involving people with learning disabilities on how to improve accessibility and presentation of documents. Presented throughout, in the style of easy words and pictures, practical advice is given on how to prepare a document with a checklist and examples of good practice concluding the text.
Lived experience of restraint, seclusion and segregation (RSS): stories and recommendations for safer care
- Authors:
- ADVONET, CHANGE
- Publishers:
- Advonet, Change
- Publication year:
- 2020
- Pagination:
- 23
- Place of publication:
- Leeds
This report aims to put the authentic voices of people with lived experience of restraint, seclusion and segregation (RSS) in care settings at the heart of the conversation about safe and effective care. Participant spoke of being afraid, scared, angry, upset when experiencing RSS; they felt that staff in healthcare settings lacked empathy and were not person-centred; and that there was a lack of adequate staffing in care settings. They saw the impact that poor resourcing, lack of training, and unsupportive cultures had on the staff who were at the frontline of their care. Some participants had positive experiences of RSS. They were clear that this was when it was used as part of a person-centred de-escalation strategy, with compassion, and as a last resort where safety was a concern. However, participants also provided very many examples of bad practice in implementing restraint, seclusion and segregation. People spoke of many experiences where they were physically, psychologically and emotionally harmed. People with lived experience expect: robust, personalised and appropriate training for care staff; accountability and action, at all levels, including funding commitments from the government for better, community-led care models; a stronger role for advocacy, including peer and family advocacy, and a more co-operative and involving culture within care providers. Most of our participants voiced the view that restraint, seclusion and segregation should be stopped, and people should be cared for in their own communities with appropriate support. (Edited publisher abstract)
Hidden voices of maternity: parents with learning disabilities speak out
- Authors:
- CHANGE, PATIENT EXPERIENCE NETWORK
- Publishers:
- Change, Parent Experience Network
- Publication year:
- 2015
- Pagination:
- 28
- Place of publication:
- Leeds
This research looks at how parents with learning disabilities experience their maternity care and provides recommendations for service improvements that could support care to be more person and family centred. The report draws on the results of an online survey of 107 professionals, five focus groups with parents with learning disabilities, an easy read accessible survey of parents with learning disabilities, and desk research. Focus groups used a 'ladder of power' to discuss how much power professionals had over them as parents. Social workers were viewed as being at the top of the ladder of power. Parents reported that community midwifery services, advocacy services, buddy schemes and support groups worked well to improve their experience of maternity care. Areas that had a negative impact on the maternity experiences of parents with learning disabilities were staff attitudes, conflicting information, fathers feeling unwelcome during the birth, and lack of support when babies are taken away. The report also includes examples from professional on what they felt was working well maternity services. Appendices includes a list of useful resources identified during the project. (Edited publisher abstract)
What is safeguarding?: easy read
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2011
- Pagination:
- 21p.
- Place of publication:
- Leeds
This easy to read guide is designed to support people with learning disabilities and other vulnerable adults to be aware of how they should and should not be treated. It highlights the importance of how vulnerable adults, and their carers, know about their rights and are empowered to be a key part of plans to stop bullying and abuse. It first describes details on The Safeguarding Vulnerable Groups Act 2005, and the laws it contains, before outlining what safeguarding is, and how to spot various forms of bullying and abuse including financial abuse, emotional abuse, medical abuse, ‘friend’ crime and discrimination. The guide also presents information on what employers must do to ensure their staff are suitably qualified to help vulnerable adults.
Talking about sex and relationships: the views of young people with learning disabilities
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2009
- Pagination:
- 144p., bibliog.
- Place of publication:
- Leeds
This easy reading and illustrated accessible report from CHANGE (a leading national equal rights organisation led by disabled people) is based on research carried out by a team including researchers with learning disabilities and using a range of techniques including drama work with young people with learning disabilities. The report recommends more and better sex education, tailored for those with learning disabilities, better training and more support for professionals and more involvement of parents. Key findings suggest there needs to be more accessible sexual health information for young people with learning disabilities and for their parents, and this needs to include information about sexuality, abuse, and practical information about safer sex. There needs to be better training for teachers and sexual health professionals about delivering sex education or sexual health information to people with learning disabilities. Negative attitudes towards people with learning disabilities around sex and relationships need to be challenged by awareness-raising and education.