Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 24
Variation in rates of inpatient admissions and lengths of stay experienced by adults with learning disabilities in England
- Authors:
- JAMES Elaine, HATTON Chris, BROWN Mark
- Journal article citation:
- Tizard Learning Disability Review, 22(4), 2017, pp.211-217.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to analyse rates of inpatient admissions for people with learning disabilities in England and to identify factors associated with higher rates of inpatient admission. Design/methodology/approach: Secondary analysis of data submitted as part of the Transforming Care programme in England. Findings: 2,510 people with learning disabilities in England were inpatients on 31st March 2016. Findings indicate that people with learning disabilities are at risk of higher rate of inpatient admission than can be explained by prevalence within the general population; this risk may be associated with areas where there are higher numbers of inpatient settings which provide assessment and treatment for people with learning disabilities. Research limitations/implications: Variability in the quality of the data submitted by commissioners across the 48 Transforming Care Plan areas mean that greater attention needs to be paid to determining the validity of the common reporting method. This would improve the quality of data and insight from any future analysis. Practical implications: The study’s findings are consistent with the hypothesis that geographical variations in the risk of people with learning disabilities being admitted to inpatient services are not consistent with variations in prevalence rates for learning disability. The findings support the hypothesis that building alternatives to inpatient units should impact positively on the numbers of learning disabled people who are able to live independent lives. Originality/value: This is the first study which examines the data which commissioners in England have reported to NHS England on the experience of people with learning disabilities who are admitted as inpatients and to report on the possible factors which result in higher rates of inpatient admission. (Publisher abstract)
Commentary on Valuing People and research: outcomes of the Learning Disability Research Initiative
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 14(2), April 2009, pp.35-38.
- Publisher:
- Emerald
The author, a university-based researcher involved with three of the LDRI projects, offers his perspective on whether the Learning Disability Research Initiative (LDRI) met its objectives in terms of programme coherence, the participation of people with intellectual disabilities and policy impact.
Residential provision for people with intellectual disabilities in England, Wales and Scotland
- Authors:
- EMERSON Eric, HATTON Chris
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 11(1), 1998, pp.1-14.
- Publisher:
- Wiley
Describes the nature and extent of residential provision for people with intellectual disabilities in 1991 in England, Scotland and Wales. Data from the OPCS Census suggest that: (1) substantial regional and national variation existed; (2) overall, the level of provision was significantly lower than Department of Health targets for 1991; (3) the majority of people with intellectual disabilities were living in relatively large-scale congregate care settings; (4) the majority of residents were younger and middle-aged adults; (5) young black men were significantly more likely to be placed in residential provision than their peers from other ethnic groups; (6) young Asian men, young Chinese/Other men and young Asian women were significantly less likely to be placed in residential provision than their peers from other ethnic groups; (7) rates of employment and marriage among residents were markedly lower than for the general population. The results are discussed in relation to national policy aims and existing and future demand for residential provision.
Day services and home care for adults with learning disabilities across the UK
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 22(2), 2017, pp.109-115.
- Publisher:
- Emerald
Purpose: This paper compares data from national social care statistics on day services and home care for people with learning disabilities across England, Scotland, Wales and Northern Ireland. Design/methodology/approach: National social care statistics (England, Scotland, Wales and Northern Ireland) reporting the number of adults with learning disabilities accessing day services and home care were reviewed, with data extracted on trends over time and rate of service use. Findings: Regarding day services, despite some variations in definitions, the number of adults with learning disabilities in England, Scotland and Wales (but not Northern Ireland) using building-based day services decreased over time. Data from Scotland also indicate that adults with learning disabilities are spending less time in building-based day services, with alternative day opportunities not wholly compensating for the reduction in building-based day services. Regarding home care, there are broadly similar rates of usage across the four parts of the UK, with the number of adults with learning disabilities using home care now staying static or decreasing. Social implications: Similar policy ambitions across the four parts of the UK have resulted (with the exception of Northern Ireland) in similar trends in access to day services and home care. (Edited publisher abstract)
Health and social care access for adults with learning disabilities across the UK during the COVID-19 pandemic in 2020
- Authors:
- FLYNN Samantha, HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 26(3), 2021, pp.174-179.
- Publisher:
- Emerald
Purpose: This paper aims to present data about access to health and social care services during the COVID-19 pandemic for adults with learning disabilities across England, Northern Ireland, Scotland and Wales. Design/methodology/approach: Data were collected directly from 621 adults with learning disabilities and through separate proxy reports by family carers and paid support staff of another 378 adults with learning disabilities. The data were collected between December 2020 and February 2021 and concerned the use of health and social care services since the start of the first COVID-19 national lockdown in March 2020. Findings: Access to and use of health and social care services significantly reduced for adults with learning disabilities across the UK during the COVID-19 pandemic between March 2020 and February 2021, with many people not receiving any services at all during that period. Similar patterns were seen across England, Northern Ireland, Scotland and Wales. However, data suggest some variations between countries for some services. Practical implications: Future pandemic planning must ensure that access to these essential services is not completely lost for adults with learning disabilities and their family carers, as it was in some cases during the COVID-19 pandemic in 2020. Originality/value: This is the largest study about the impact of the COVID-19 pandemic on health and social care services for adults with learning disabilities in the UK. The authors primarily collected data directly from adults with learning disabilities, and worked with partner organisations of people with learning disabilities throughout the study. (Edited publisher abstract)
Paid employment amongst adults with learning disabilities receiving social care in England: trends over time and geographical variation
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 23(2), 2018, pp.117-122.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine trends over time and geographical variation in rates of paid employment amongst working age adults with learning disabilities receiving long-term social care in England. Design/methodology/approach: Data were drawn from NHS Digital adult social care statistics examining paid/self-employment for working age (18-64 years) adults with learning disabilities known to social care (2008/2009 to 2013/2014) or receiving long-term social care (2014/2015 to 2016/2017). Findings: In 2016/2017, councils reported that 5.7 per cent of working age adults (7,422 people) with learning disabilities receiving long-term social care were in paid/self-employment, with higher employment rates for men than women and most people working less than 16 hours per week. Paid employment rates seem to be slightly declining over time, and there is wide variation across councils in reported paid/self-employment rates. Social implications: Despite good evidence for the cost effectiveness of supported employment support, employment rates for adults with learning disabilities receiving long-term social care remain extremely low. Originality/value: This paper presents in one place statistics concerning the paid employment of working age adults with learning disabilities in England. (Edited publisher abstract)
"Tell me what they do to my body": a survey to find out what information people with learning disabilities want with their medications
- Authors:
- FISH Rebecca, HATTON Chris, CHAUHAN Umesh
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.217-225.
- Publisher:
- Wiley
Background: Previous research has found that people with learning disabilities are not given prescription information that is tailored to their needs. This study aimed to find out people’s information requirements. Materials and Methods: A questionnaire was co-produced by the authors and consultants with learning disabilities. It asked what information people received from their GP and pharmacist about medications. The questionnaire was circulated at a self-advocacy conference in the North of England. Fifty-eight self-advocates completed the questionnaire. Results: Information from GPs and pharmacists was mainly instructional, referring to when and how to take the medicine and dosage. Most respondents struggled to read the leaflets and remember verbal information. Many wanted the information in easy-read format, and some wanted pictures or diagrams as well. A key theme was that health professionals often talked only to carers or support workers rather than involving the patient directly, and some respondents disclosed that they were not informed about side effects or alternative medications. Conclusions: Health professionals should take time to discuss health issues and medication with the individual rather than only with carers. This could be facilitated by providing information in an accessible format. (Edited publisher abstract)
Deprivation of liberty applications concerning people with learning disabilities in England: trends over time and geographical variation
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 22(3), 2017, pp.177-183.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to analyse trends over time and geographical variation in Deprivation of Liberty Safeguards (DoLS) applications for adults with learning disabilities. Design/methodology/approach: Secondary analysis of national- and local authority-level statistics collected and reported by NHS Digital. Findings: There has been a sharp national increase in the number of completed and granted DoLS applications regarding adults with learning disabilities since the 2014 “Cheshire West” Supreme Court judgement, with a greater proportion of completed DoLS applications being granted. There is extreme geographical variation across local authorities in England in the rates at which DoLS applications are being made and granted. Practical implications: The extreme variation in DoLS applications regarding adults with learning disabilities is highly unlikely to be a function of differences in mental capacity and living circumstances experienced by adults with learning disabilities across local authorities, and urgent attention needs to be paid to this variation. Originality/value: This is the first paper to analyse the geographical variation at local authority level for completed and granted DoLS applications regarding adults with learning disabilities. (Publisher abstract)
Gendered experiences of physical restraint on locked wards for women
- Authors:
- FISH Rebecca, HATTON Chris
- Journal article citation:
- Disability and Society, 32(6), 2017, pp.790-809.
- Publisher:
- Taylor and Francis
Physical restraint is used in inpatient services for people with intellectual disabilities as a way of holding a person to avoid injury. This article uses data from an ethnographic study in a locked unit in the north of England to explore women’s experiences of physical restraint using a feminist disability studies analysis. Data consists of field notes as well as interviews with 16 of the women who had experienced restraint, and 10 staff who worked with them. The women gave insights into the gendered phenomenon of restraint in light of their past experiences of violence. The authors argue that restraint is used with women to encourage passivity at times when more relational and therapeutic methods could be used. The article offers recommendations for alternative strategies that services can encourage. (Publisher abstract)
Young people with learning disabilities or autistic spectrum disorder in post-compulsory state supported schools in England
- Authors:
- HATTON Chris, GLOVER Gyles
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.170-174.
- Publisher:
- Emerald
Purpose: Transition from education to adult life is a stated policy aim for young people with learning disabilities. The purpose of this paper is to examine the extent to which 16-18-year olds with learning disabilities or autistic spectrum disorder are remaining in state school education beyond the minimum school leaving age. Design/methodology/approach: A tabulation from the Department for Education Children and Early Years Data Unit for 2014, combined with School Census data and age-specific population estimates, allowed us to compare the rates of children identified as having moderate, severe or profound/multiple learning difficulties (MLD, SLD, PMLD), or autistic spectrum disorder (ASD) in state education at the ages of 16-18 years vs five to 15 years. Findings: For all types of need analysed in the paper, the rate of children in state school dropped considerably at the ages of 16-18 years: 10 per cent of the rates of children with MLD, 62 per cent of children with SLD, 49 per cent of children with PMLD and 23 per cent of children with ASD at ages five to 15 years were in state education at ages 16-18 years. Almost all young people aged 16-18 years in state education with SLD or PMLD were in special schools, compared to just over half of young people with MLD or ASD. For all these figures, there was considerable regional variation. Social implications: Substantial numbers of children with learning disabilities or ASD do not remain in post-16 state education, with wide regional variations that do not seem to correspond to regional variations in need or national policy concerning transition. (Publisher abstract)