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Making a difference. Visual health needs of people with a learning disability
- Authors:
- MCGLADE Anne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.187-193.
- Publisher:
- Wiley
This article discusses the findings from a study to assess the impact of corrective eye treatment in adults with a learning disability. The service was delivered by the Special Visual Assessment Clinic (SVAC) an optometry led, multi professional out-reach service delivered in a Resource Centre in Belfast, Northern Ireland. It was designed to provide high quality optometric services to people with learning disability and to improve the uptake of visual assessments amongst this group of the population. The study, which included user and carer input in its design, involved 15 people with a learning disability, 21 of their family carers, and 12 members of staff in interviews, group discussions, completion of checklists and clinical audit. The findings revealed that prior to the SVAC taking place there was limited awareness of vision related problems amongst all these groups. Following assessment and corrective treatment which, in the main included the provision of glasses, there was a heightened awareness of visual needs and of the benefits of eye examinations which included some tentative links to quality of life.
Engagement and inclusion of individuals with a dual sensory loss and learning disability in the assessment process – staff perspectives
- Authors:
- TANNER Liz, MCGLADE Anne, IRWIN Mark
- Journal article citation:
- Practice: Social Work in Action, 33(2), 2021, pp.119-135.
- Publisher:
- Taylor and Francis
Dual Sensory Loss and learning disability is a historically neglected area of social work practice. This paper presents one element of a research study conducted with a health and social care provider in Northern Ireland. It explored staff experiences of assessing adults and children with a dual sensory loss and learning disability. Two sensory disability team managers, eight social workers and two rehabilitation officers were interviewed across sensory disability, learning disability and children with disability teams. Current levels of engagement and ways in which more inclusive services and practices could be developed were explored. Staff views indicate that there is minimal engagement between staff and service users with unique, complex needs. Staff use a range of tools, resources and skills in an attempt to promote inclusion and engagement. The paper concludes that to promote engagement staff need to develop their practice, making effective use of tools and resources. Staff skills and knowledge can be enhanced through training which is targeted, relevant and specific. There needs to be commitment to sharing good practice and cascading learning throughout teams. This will enable service users to have input into their own assessments which will form the cornerstone of all ongoing interventions. (Edited publisher abstract)