Search results for ‘Subject term:"learning disabilities"’ Sort:
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Mental handicap: progress, problems and priorities: a review of mental handicap services in England since the 1971 white paper 'Better services for the mentally handicapped'
- Author:
- GREAT BRITAIN. Department of Health and Social Security
- Publisher:
- HMSO
- Publication year:
- 1980
- Pagination:
- 131p.,diags.,tables.
- Place of publication:
- London
Includes list of circulars and notes for guidance.
Right support, right care, right culture: how CQC regulates providers supporting autistic people and people with a learning disability
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2020
- Pagination:
- 49
- Place of publication:
- London
This statutory guidance applies to any service that currently, or intends to, provide regulated care to autistic people and people with a learning disability, including children and young adults, working age adults and older people. It describes the CQC regulatory approach for these services, covering registration, inspection, monitor and enforcement functions. Key requirements providers are expected to demonstrate include: there is a clear need for the service and it has been agreed by commissioners; the size, setting and design of the service meet people’s expectations and align with current best practice; people have access to the community; the model of care, policies and procedures are in line with current best practice. The document includes case studies illustrating how this guidance works in action in adult social care and hospitals. (Edited publisher abstract)
Special educational needs and disability code of practice: 0 to 25 years: statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 292
- Place of publication:
- London
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, valid from April 2015. It explains the duties of schools and colleges to provide: reasonable adjustments for disabled children and young people; and extra aids and services for disabled children and young people. The code sets out the principles underpinning the legislation including involving children, young people and parents in decisions about their support, and in planning, commissioning and reviewing services. Key sections cover: impartial information, advice and support; working together across education, health and care for joint outcomes; the local offer; early years providers; schools; further education; preparing for adulthood; education, health and care needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
Special educational needs and disability code of practice: 0 to 25 years: statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2014
- Pagination:
- 282
- Place of publication:
- London
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, valid until 31 March 2015. It explains the duties of schools and colleges to provide: reasonable adjustments for disabled children and young people; and extra aids and services for disabled children and young people. The code sets out the principles underpinning the legislation including involving children, young people and parents in decisions about their support, and in planning, commissioning and reviewing services. Key sections cover: impartial information, advice and support; working together across education, health and care for joint outcomes; the local offer; early years providers; schools; further education; preparing for adulthood; education, health and care needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (Edited publisher abstract)
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Statutory guidance for local authorities on services and activities to improve young people's well-being
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department for Digital, Culture, Media and Sport
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2012
- Pagination:
- 3
- Place of publication:
- London
Statutory guidance for local authorities in England on their responsibilities to provide appropriate local youth services to improve young people’s well-being. The guidance covers the rationale and scope of the duty and relates to services and activities for young people aged 13 to 19, and those with learning difficulties to age 24. (Edited publisher abstract)
The right to choose: multi-agency statutory guidance for dealing with forced marriage
- Author:
- GREAT BRITAIN. Cabinet Office
- Publisher:
- Great Britain. Cabinet Office
- Publication year:
- 2014
- Pagination:
- 22
- Place of publication:
- London
This statutory guidance outlines the responsibilities concerning developing and maintaining local procedures and practice arrangements to enable front line professionals to handle cases of forced marriage effectively. It sets out how cases of forced marriage should be responded to using existing frameworks for safeguarding children with or without learning disabilities, and to protect all adults with or without learning disabilities, from the range of abuses associated with forced marriage. It also covers issues such as staff training, developing inter-agency policies and procedures, raising awareness and developing prevention programmes through outreach work. The document highlights specific arrangements that may inadvertently place a victim at risk of harm. These include failure to share information appropriately between agencies, the danger of involving families, breaches of confidentiality and all forms of family counselling, mediation, arbitration and reconciliation. The guidance is targeted to all persons and bodies in England and Wales who exercise public functions in relation to safeguarding and promoting the welfare of children, including local authorities, the police and Children and the Family Court Advisory and Support Service. (Edited publisher abstract)
Practice guidance on developing a commissioning strategy for people with a learning disability
- Author:
- WALES. Welsh Assembly Government
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2011
- Pagination:
- 141p.
- Place of publication:
- Cardiff
This practice guidance was developed to complement the statutory guidance the 'Commissioning Framework Guidance and Good Practice'. It can be used as a manual to help local authorities and the NHS develop their commissioning strategies for people with learning disabilities. Key stages for developing a commissioning strategy are covered, including the Institute of Public Care (IPC) Commissioning Framework model; analysis and gathering intelligence; planning and developing the commissioning strategy; and strategy monitoring, evaluation and review. It also covers development of the workforce and roles and responsibilities of commissioners. Partnership between local authorities and NHS is highlighted throughout the guidance.
Supporting young people with learning difficulties to participate and progress: incorporating guidance on learning difficulty assessments
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 26p.
- Place of publication:
- London
This guidance is intended to help local authorities to make consistent, effective and robust decisions that will lead to positive outcomes for young people with learning difficulties and/or disabilities. The guidance will be of interest to staff working directly with young people and their managers and the Young People’s Learning Agency. The document is in three parts. Part One describes the duties for local authorities arising from the Apprenticeships, Skills, Children and Learning Act 2009 (the ASCL Act) as well as from earlier legislation. Part Two sets out a vision for provision and support for learners with learning difficulties and/or disabilities (LLDD) and describes the learning landscape, in particular the opportunities presented by 14-19 reform. Illustrative case studies are given. Part Three covers statutory guidance made under section 139A (7) of the Learning and Skills Act 2000 (LSA 200
Safeguarding disabled children: practice guidance
- Authors:
- MURRAY Moira, OSBORNE Chris
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 83p.
- Place of publication:
- London
This guidance is supplementary to and should be used in conjunction with the government's statutory guidance, Working Together to Safeguard Children. It is presented in two parts, practice guidance for Local Safeguarding Children Boards and practice guidance for professionals. It also features research and statistical evidence on safeguarding disabled children and young people. The appendix includes: a summary of the relevant legislation, guidance and policy; resources to facilitate the safeguarding of disabled children and young people; training and continuing professional development to support the safeguarding of disabled children and young people.