Search results for ‘Subject term:"learning disabilities"’ Sort:
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Supported internships
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 63
- Place of publication:
- London
This guide explains what supported internships are and why they have been introduced. It also provides practical advice on developing, implementing and delivering supported internships, including information on funding, programme design, staffing, and the various partnerships on which supported internships are founded. The advice draws heavily on the experiences of the 15 colleges who took part in the 2012/13 supported internship trial set up by the Department for Education. It also draws on the experiences of other providers who have been running programmes to support young people with learning difficulties and/or disabilities into employment. The advice has been designed to provide a comprehensive introduction to supported internships and to allow users to dip into individual sections of particular interest. It is divided into broad sections which include: planning and designing supported internships; job coaching; recruiting and engaging interns; working with parents and carers; working with employers; achieving positive progression; and funding. (Edited publisher abstract)
Trends in age-standardised mortality rates and life expectancy of people with learning disabilities in Sheffield over a 33-year period
- Authors:
- EMERSON Eric, et al
- Journal article citation:
- Tizard Learning Disability Review, 19(2), 2014, pp.90-95.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe trends in the age-standardised mortality rate and life expectancy of people with learning disabilities in Sheffield over three decades and to compare these with trends in the general population of England and Wales. Design/methodology/approach: Data were extracted from the Sheffield Case Register and compared with data published by the Office for National Statistics for England and Wales. Findings: There was a sustained reduction in age-standardised mortality rates and a sustained increase in life expectancy for people with intellectual disabilities over the 33-year period. These changes are extremely similar to those observed in the general population of England and Wales. Originality/value: There is little evidence of any closing of the gap in age-standardised mortality rates or life expectancy between people with intellectual disabilities and the general population. (Publisher abstract)
Inclusion or outcomes? Tensions in the involvement of people with learning disabilities in strategic planning
- Authors:
- FYSON Rachel, FOX Liz
- Journal article citation:
- Disability and Society, 29(2), 2014, pp.239-254.
- Publisher:
- Taylor and Francis
Social inclusion is a key principle that underpins the provision of services for people with learning disabilities in England. Learning Disability Partnership Boards, which are responsible for local strategic planning of learning disability services, hold a particular role in promoting inclusion since they are required both to operate inclusively and to achieve inclusive outcomes. This study sought to explore the extent to which these ambitions for inclusion were being achieved. It consisted of three phases: a scoping exercise to elicit the views of key stakeholders; a postal survey of Partnership Boards (response rate 51%); and semi-structured interviews with Partnership Boards members in six local authorities. Findings suggest that Partnership Boards are struggling to fulfil their dual role, with tensions emerging between the desire to operate in fully inclusive ways and the ability to affect strategic change within local services. (Publisher abstract)
A star with the cars
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 14(1), January/February 2014, pp.26-27.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article looks at how one young man, Michael, was able to secure employment with the support of the learning disability charity, Norwood. First Michael gained experience at Norwood Future Clean, a car wash and valet service run by Norwood supported employment programme. He was then able to move on employment at car dealership with some initial support from the charity Norwood. (Original abstract)
Special educational needs and disability: a guide for parents and carers
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 59
- Place of publication:
- London
This guide describes how the new system that supports children and young people with SEN or disabilities, and parents, is intended to work. It covers: the law and guidance on which the system is based; places to go for help and further information details about changes to the system from 1 September 2014. The guide may also be useful for staff dealing with the parents and carers of children and young people with SEND in schools and colleges and early years education settings. (Edited publisher abstract)
Special educational needs and disability data descriptors
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 5
- Place of publication:
- London
This consultation sought views from the sector on aligning data descriptors in the Schools Census and Individualised Learner Record (ILR) with regards to Special Educational Needs and Disability (SEND). Colleges, training organisations, local authorities and employers (FE providers) return learner data in the Individualised Learner Record (ILR) and schools return pupil data in the school census. The ILR and School Census contain different fields for SEND and the changes proposed in this document aim to make data collection more consistent. (Edited publisher abstract)
Changes to special educational needs and disability support: easy read guide for parents
- Authors:
- GREAT BRITAIN. Department for Education, MENCAP
- Publishers:
- Great Britain. Department for Education, Mencap
- Publication year:
- 2014
- Pagination:
- 52
- Place of publication:
- London
Guide for parents with learning disabilities, explaining changes to the special educational needs and disabilities (SEND) system as set out in the Children and Families Act 2014. The guide covers: decision making; the local offer; support for children and young people in schools and colleges; education, health and care plans and assessments; preparing for the future; and disagreeing with decisions made about support offered. (Edited publisher abstract)
Changes to special educational needs and disability support: easy read guide for children and young people
- Authors:
- GREAT BRITAIN. Department for Education, MENCAP
- Publishers:
- Great Britain. Department for Education, Mencap
- Publication year:
- 2014
- Pagination:
- 51
- Place of publication:
- London
A guide for children and young people with learning disabilities on changes to the special needs educational and disability (SEND) system. These changes have been brought about the Children and Families Act 2014. The guide covers: decision making; the local offer; support for children and young people in schools and colleges; education, health and care plans and assessments; preparing for the future; and disagreeing with decisions made about support offered. (Edited publisher abstract)
IAPT and learning disabilities
- Authors:
- CHINN Deborah, et al
- Publisher:
- King's College London
- Publication year:
- 2014
- Pagination:
- 66
- Place of publication:
- London
This study explores the relationships between the Improving Access to Psychological Therapies (IAPT) programme in England and people with learning disabilities and the people and services that support these service users. It looks at the barriers and facilitators facing people with learning disabilities in accessing IAPT and at the strategies and practices that staff employ to support people with learning disabilities to make good use of IAPT services. It also considers what advances are needed at the level of individual staff capabilities, service delivery models, management, commissioning and policy development to ensure equitable access to IAPT for people with learning disabilities. Study findings were drawn from interviews with staff, service users and carers and a wider national online staff survey. They show that the IAPT programme as a whole has not adequately addressed access issues for people with learning disabilities. Some IAPT services exclude people with learning disabilities from the outset, by specifying eligibility criteria that rule them out. The report argues that IAPT services work best for people for learning disabilities when IAPT staff and learning disability staff have developed good working relationships and can co-ordinate their input. It suggests that claims to eligibility may be promoted in the following ways: clearer statements of inclusion in IAPT services for people with learning disabilities; recording systems that allow for monitoring of people with learning disabilities’ access to IAPT; training for qualification of therapists to include material on working with people with learning disabilities, where possible delivered with the involvement of people with learning disabilities; pathways for joint working between IAPT services and local specialist learning disability services; clear goals and targets regarding use of IAPT by people with learning disabilities specified by commissioners and funded appropriately. (Edited publisher abstract)
Premature deaths of people with learning disabilities: progress update
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2014
- Pagination:
- 22
- Place of publication:
- London
This report updates progress made on recommendations of the 'Confidential Inquiry into premature deaths of people with learning disabilities' (2013). The progress update summarises action taken or underway against each of the main themes themes from the Inquiry, including: improving assessment to identify people with learning disabilities; better integration of services; access to healthcare and interventions; and end-of-life care. Examples of local good practice and national initiatives are included. The report notes that progress has been made, but that more needs to be done. Three specific actions for local areas are highlighted: participating fully in the Self-Assessment Framework and acting on its results; securing the provision of named care co-ordinators; ensuring reasonable adjustments are made and audited. (Edited publisher abstract)