Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning disabilities and homelessness
- Authors:
- TICKLE Anna, et al
- Publisher:
- Groundswell
- Publication year:
- 2022
- Pagination:
- 19
- Place of publication:
- London
This toolkit is designed for organisations in England who support people experiencing homelessness and severe multiple disadvantage (SMD), which refers to experiencing some combination of homelessness, mental health problems, substance misuse, offending, and domestic and sexual violence and abuse. Some of the contents may be helpful to those outside England, but information on support services is limited to England. Staff and managers in services supporting individuals facing SMD can use it to identify when learning disability might be a relevant issue for somebody they support. They can use it to help them make appropriate reasonable adjustments, which might include assisted communication, support with activities of daily living, or support to develop social or practical skills. This toolkit offers a starting point in working towards good practice in supporting people with a learning disability, and signposts to further information and resources. Service managers may also use the toolkit to increase awareness of learning disability generally and inform service processes. (Edited publisher abstract)
Trends in special educational needs & the SEN stress-test 2020
- Author:
- CORDIS BRIGHT
- Publisher:
- Cordis Bright
- Publication year:
- 2021
- Pagination:
- 41
- Place of publication:
- London
This document presents an analysis of SEN trends nationally and how these trends vary between local areas. It has a particular focus on: numbers and rates of children with SEN; types of need; profile of provision used to respond to these needs; spending on independent and non-maintained special schools (i.e. specialist provision that is used when children’s needs cannot be met locally). The latter half of the this document – the SEN stress-test – recognises that local authorities are experiencing different pressures. We use seven indicators to identify those who we think are experiencing the most pressures and stresses in relation to SEN provision. The first SEN stress-test was produced in 2014. This is the update for 2020. (Edited publisher abstract)
Learning Disability Mortality Review (LeDeR) Programme: annual report 2020
- Authors:
- HESLOP Pauline, et al
- Publisher:
- University of Bristol
- Publication year:
- 2021
- Pagination:
- 156
- Place of publication:
- Bristol
This report focuses on findings from completed reviews of the deaths of people with learning disabilities that occurred in the calendar years 2018, 2019 and 2020, identifying any trends that have occurred over time, and considering implications for service improvement. The analysis covers: deaths occurring in 2018, 2019 and 2020 16; demographic information about people who died 2018-2020; age at death and its potential influences; cause of death; circumstances of deaths; indicators of the quality of care provided; deaths of people from minority ethnic groups; deaths from COVID-19 in 2020. A total of 9,110 deaths of people with learning disabilities (622 deaths of children; 8,488 deaths of adults) occurring between 1st Jan 2018 and 31st December 2020 were notified to the LeDeR programme. In 2018 and 2019, for both males and females, the leading condition-specific underlying causes of death were very different for people with learning disabilities compared to the general population. Cerebral palsy, epilepsy and bacterial pneumonia were the condition-specific leading causes of death in people with learning disabilities age ages 5- 49 years. By contrast, in the general population, the condition-specific leading causes of deaths at these ages were related to suicide and injury or poisoning of undetermined intent; for females aged 35-49 it was malignant neoplasm of the breast. In 2020, the condition-specific leading cause of death in people with learning disabilities from age 35 and over for males, and age 20 and over in females was COVID-19. (Edited publisher abstract)
Learning Disability Mortality Review (LeDeR) Programme: action from learning
- Authors:
- NHS ENGLAND, NHS IMPROVEMENT
- Publishers:
- NHS England, NHS Improvement
- Publication year:
- 2019
- Pagination:
- 35
- Place of publication:
- London
This report provides examples of the local changes that have been made to services so far and highlights the extensive work which is happening nationally in response to common themes raised through Learning Disability Mortality Review (LeDeR) programme carried out between spring 2018 and spring 2019. The LeDeR programme was established in May 2015 to support local areas across England to review the deaths of people with a learning disability, to learn from those deaths and to put that learning into practice. There is growing recognition across the health and social care sector of the inequalities faced by people with a learning disability and their families. The LeDeR programme is opening conversations with a wide range of professionals who may have never previously considered the challenges faced by people with a learning disability and their families, either because they are perceived to be served mainly by specialist learning disability services or professionals did not have sufficient awareness of the need for reasonable adjustments. This growing recognition is, in part, attributable to the tireless campaigning of families whose loved ones have died a potentially premature death. The LeDeR programme has introduced clear expectations relating to mortality review and NHS England and NHS Improvement are committed to ensuring that, moving forward, LeDeR reviews are completed in a timely way and lead to tangible service improvements. (Edited publisher abstract)
Mental health bulletin: 2019-20 annual report
- Author:
- NHS DIGITAL
- Publisher:
- NHS Digital
- Publication year:
- 2021
- Pagination:
- 27
- Place of publication:
- Leeds
This publication provides a detailed picture of people who used NHS funded secondary mental health, learning disabilities and autism services in England during the financial year 2019-20. Key findings include: 2,878,636 people were known to be in contact with secondary mental health, learning disabilities and autism services at some point in the year – 763,888 of these were under 18 years of age; this means that 5.1% of people in England were known to be in contact with secondary mental health, learning disabilities and autism services during this year; 3.6% (104,536) of people known to be in contact with secondary mental health, learning disabilities and autism services spent time in hospital as part of being in contact with these services during 2019-20. (Edited publisher abstract)
Healthy eyes, teeth and ears
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 3
- Place of publication:
- London
This factsheet provides information on how social care staff can support people with learning disabilities to look after their eyes, teeth and ears. It is the fifth in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource. (Edited publisher abstract)
Common health problems that social care staff should be aware of
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 4
- Place of publication:
- London
This factsheet provides information for social care staff on the common health problems that affect people with learning disabilities. These include epilepsy, respiratory diseases, dysphagia, constipation, diabetes and mental health problems. It is the sixth in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource. (Edited publisher abstract)
How social care staff can recognise and manage pain in people with learning disabilities
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 4
- Place of publication:
- London
This factsheet provides information for social care staff on how to recognise and manage pain in people with learning disabilities. It is the tenth in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource. (Edited publisher abstract)
How social care staff can support people with learning disabilities and dementia
- Author:
- PUBLIC HEALTH ENGLAND
- Publisher:
- Public Health England
- Publication year:
- 2017
- Pagination:
- 4
- Place of publication:
- London
This factsheet provides information on how social care staff can support people with learning disabilities and dementia. It covers recognising signs of dementia, sharing information about what a diagnosis of dementia means, and things social care staff can do. It is the 11th in a series of factsheets which show how social care staff can support the health needs of people with learning disabilities. The leaflet also includes a link to a supporting slide set that can be used by social care staff as a training resource. (Edited publisher abstract)
Registering the right support: CQC's policy on registration and variations to registration for providers supporting people with learning disabilities
- Author:
- CARE QUALITY COMMISSION
- Publisher:
- Care Quality Commission
- Publication year:
- 2016
- Pagination:
- 26
- Place of publication:
- London
This policy statement provides guidance on handling new applicants for registration and applications to vary registration from providers of services for people with learning disabilities. It aims to guide registration managers and inspectors in their assessments of providers of services for people with learning disabilities, and to help them decide whether to grant or refuse registration applications, or applications to make variations to registration. The statement covers the opening a new specialist assessment and treatment unit or hospital; the opening a new care home or location for supported living; and new applications for registration. (Edited publisher abstract)